Lecture capture (LC), the process of recording face-to-face lectures for future viewing, has become a common technology in Western universities in the twenty-first century, yet research on its effectiveness has lagged behind its implementation. Despite the rapid, widespread implementation, research regarding the impact LC has on pedagogy and student attainment is limited and not conclusive in its findings. It is still unclear if there is a causal or a correlated relationship between attainment and usage of LC. This systematic review sought to collate and compare the current literature on the efficacy of LC in tertiary mathematics education and provide practical advice for institutions that use or plan to use LC. The literature is consistent in the opinion that students and administrators positively view LC for its utility and flexibility despite the moderately strong evidence that most institutions face attendance drops. However, most students do tend to see attending lectures/watching recordings as an "either-or." The literature predominantly reports a negative association between attainment and the use of LC as a substitute to live lectures. The proportion of students who choose to skip live lectures has steadily increased over the last decade as the student campus culture adjusts to LC. Within this group, LC is used imperfectly, providing false benefits and promoting surface learning strategies. There is evidence that regular use of LC by this large group of students may diminish the quality of their learning. We offer research-informed, evidence-based recommendations to mitigate the unplanned and counterproductive impact of LC implementation.