This study examined whether accessing online course materials impacted student learning and performance on related exam questions. 113 students' access of 3 online content items (a narrated PowerPoint, PDF of the PowerPoint, and journal article) about Maigne's Syndrome was tracked and compared to their scores on a related 4 point essay question. A chi-square analysis found a relationship between accessing materials and higher exam scores, supporting the hypothesis that accessing content leads to learning. However, the specific impact of each material or timing of access was not determined.