Unavoidable absences of both students and teachers in college preparatory math classes adversely affected achievement and produced academic frustration in a moderately affluent urban high school. In order to reduce the frustration level and to promote continuity and meaningful activity on teacher absence days, videotaped reviews of material related to college entrance examinations were created by a regular classroom teacher for use by substitute teachers. In addition, chapter reviews of actual coursework were created for use by students recovering from absences of their own or as a means of additional self-review. A comparison of pre- and post-project surveys indicated a relief in the level of concern unavoidable absences created for students, teachers, and administrators. Plans to increase the scope of the project to other subject areas and other schools within the district are included. Appendices include samples of pre- and post-project questionnaires, and the tabulated results of the surveys in the subject school. (Author)