Students in an introductory college biology course who believed that attending class had been important for their academic success in high school were 1) most likely to attend their college biology class, 2) most likely to earn high grades in their college biology class, 3) most likely to report that their high school classes had been challenging, and 4) were least likely to base their attendance on whether they received points for attending class in college. College science teachers can use assessments of students' first-day-of-class attitudes about class attendance to identify and design interventions for students most likely to earn low grades. (Contains 2 tables.)