We examined predictors of Calculus II final grades within a sample of 84 college students enrolled in a hybrid course through WEPS. Predictors included “typical” psychological correlates, including math confidence, math anxiety, spatial skills and numerosity ability, as well as clickstream data from the students’ activity in the online course. Results showed the clickstream data were the best predictors of course performance, in that students who spent more time grading other students’ assignments, and students who took fewer quiz attempts, did better in the course. Math confidence and then math anxiety were the next best predictors, in that students with higher confidence and lower math anxiety performed better in the course. We will discuss how results might be dependent on the particular content of this course, and how we might use easy to collect psychological variables along with clickstream data to better understand, and potentially predict, course performance in online courses.