An investigation of the relationship between the available time remaining to complete online assignments and assignment grades is interesting in light of recent technological developments. This study uses over 4,000 individual online quiz scores for four sections of Financial Management at The University of North Florida taught between the Fall of 2004 and the Spring of 2005. Empirical analysis shows the following. 1) There is a strong positive relationship between the available time remaining to take a quiz and the quiz score. 2) Students perform better for higher number quizzes, particularly if they allow themselves a large amount of time to take the quiz. 3) Students with either a low previous quiz average or a failing quiz average continue to perform poorly on the current quiz, particularly if they allow themselves relatively little time to complete the current quiz. 4) The relationship between the amount of available time remaining students budgeted to take previous quizzes and the current quiz score is positive and marginally significant. Interestingly, students who budgeted less time for quizzes early in the semester benefit on the last quiz by earning a higher quiz score, particularly if they do not allow themselves a lot of time to take the current quiz. 5) Students who allow themselves the least amount of available time to take a quiz could increase their quiz score by about 12 points for every additional percentage point of available time remaining they budget for themselves to take the quiz. The results reported here are interesting not only for Financial Management courses at The University of North Florida, but offer some interesting implications for Financial Management courses across the country and for projects in any other class.