We studied the impact of clickers, also known as electronic student response systems, on the performance of students on two undergraduate finance courses. Consistent with some of the recent literature, we found that clickers have very little impact on student performance, as measured by final course grades. Further, we found that clickers do not have a significant impact on course grades for students in relation to their designated performance ability (weak versus strong) or whether the course in question is less or more difficult. However, after simultaneously controlling for course difficulty and student aptitude, we found that clickers have a meaningfully positive impact on the performance of poorly performing students on more challenging quantitative courses. Our results suggest that the impact of clickers on student performance may depend on the type of student (academically weak, average or strong) and the type of course (average or difficult). This finding has particular implications for curriculum planners at the post-secondary level, although the findings may also have application at the secondary school level.