The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and self-reports of engagement were compared between lectures given with and without the SRS. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS. Weekly self-reports showed no association between SRS and improved engagement in class sessions. However, at the conclusion of the class, students reported favorable opinions of the SRS and believed it helped improve their learning and attention in class. Implications for teaching and future research are discussed. (Contains 2 tables.)