The purpose of this study was to identify and examine the potential factors that could predict college students' success in a large-size undergraduate hybrid learning course, offered in a southeastern public university.Based on a review of the existing literature, the researcher examined the relationship between the students' demographic and academic background variables and their final grades in a large-size hybrid learning course. Next, the students' online video quiz grades and completion records were analyzed to examine the relationship between students’ participation and persistence in online learning activities and their final grades. Additionally, students' in-class quiz scores and completion records were analyzed, to examine the relationship between in-class activities and students’ final grades in the sample course.The findings indicated that students' academic and demographic background variables, such as gender, SAT scores, and high school GPA had statistically significant predictive values toward students’ final grades. On the other hand, when the online video quiz score was included in the regression analyses as an independent variable, the quiz scores had statistically significant predictive values toward students’ final grades. Further, analyses on students’ online video quiz scores and persistence by subgroups were conducted. The results indicated within-group differences and different patterns of participation in the online video quizzes and the in-class quizzes. The data indicated that most of the sample students completed the online video quizzes persistently, and especially the students who were not highly successful in the course completed beyond the required number of quizzes. The findings showed that the sample students completed as many low-stakes online learning activities, such as the online video quizzes, that were integrated to the course, and students who were persistent in the quiz managed to follow the pace of the course to be successfully complete the sample course.Discussions of the findings and recommendations for hybrid learning programs and faculty are included.