The educational value of chemical demonstrations in a college prep chemistry classroom was tested to determine whether or not demonstrations merit the required time and resources. Students were divided into three test groups, each of which used a different engagement method for the presentation of the demonstrations. One group was given materials specific to the demonstration to help guide them through the process of prediction, discussion and application of observations. The second group was given the same generic worksheet for each demonstration. The third group was not given any supplemental materials. Assessment data for the three groups was collected from pretest, posttest and survey questions. The data set was analyzed and compared to a control group of students who did not see demonstrations. Students who had a higher level of engagement during the demonstration process performed better than the control group.