This study examined if student use of office hours could be a predictor of performance in a mathematically intense animal science course. Information was collected on students (n = 47) from Fall 2019 to Fall 2021 at the University of Minnesota Crookston (UMC). The University of Minnesota Crookston is a smaller university enrolling approximately 1700 students in which 700 of those are on-campus. Students enrolled in this course were expected to complete regular outside of class problem solving assignments almost weekly and were given access to 2-3 assigned office hours a week for assistance as well as the availability of open-door drop-in visits. Information about the reason behind the visit and the amount of time spent was collected during every student visit (n = 251) across these 5 semesters. The majority (> 90%) of the office visits (n = 228) and time spent (30.43hrs) were for students to get assistance on their outside of class assignments. Students that had the highest performance in the class had the highest average frequency of visits throughout the semester (8.43 visits/student), while the lowest performing students had far less visits on average (2.29 visits/student). The data suggests that attending office hours in courses that have outside of class assignments can impact their overall performance in the course as well as potentially predict performance on exam scores. Agriculture programs at smaller universities, like UMC and others, strive to build connections with students throughout the semester by encouraging students to regularly attend office hours as students now are more focused on relationship building. More than just building rapport between faculty and students, regular constructive visits to faculty office hours throughout the semester may also lead to better student performance.