This study examines the relationship between release time and academic outcomes. Release-time programs allow public school students to be excused from classes to receive off-site religious or moral instruction. In large part due to the federal No Child Left Behind legislation, schools are under increasing pressure to raise test scores. Consequently, some observers have questioned release-time programs, based on the assumption that missed instructional time results in lower test scores. To address these concerns, this study uses a quasi-experimental design to compare the academic outcomes of release-time students (n = 187) with a sample of students who did not participate in release time (n = 187). The comparison group was selected using propensity score matching methods. Findings show participation in release time is not associated with lower academic test scores.