Students come into the classroom with a variety of background knowledge. Therefore, it is imperative that educators are able to help all students, regardless of their familiarity with the content. Since it can be challenging for some large enrollment classes to schedule recitation classes after lectures due to logistical constraints, this study attempts to determine if there are differences in performance based on when content is introduced first, recitation or lecture. This study found that students who were introduced to content in recitation before a lecture typically scored statistically higher across three mid-term exams, in a first-term general chemistry course. This difference in performance suggests that students who are introduced to content in recitation, versus simply hearing about a topic in a lecture, might get more out of the lecture, thus leading to higher performance on exams. Students who are introduced to topics that are tested by way of definition-based questions or basic calculations benefit from being introduced to this content in recitation before the lecture. However, when introducing more challenging and abstract chemistry topics, our results indicate it may benefit students to be introduced to these topics in the lecture first, so they can begin developing their conceptual understanding in the lecture.