Spacing multiple study opportunities apart from one another is known by psychologists to be a highly eective study method (see Dempster, 1996). This study examines whether including tests during study would produce practical bene®ts for learning beyond that provided by distributed study alone. In addition, spacing of both study and test (massed, uniform distributed, and expanding distributed) is investigated. To-be-remembered information was repeated with a single learning session (Experiment 1), reviewed immediately after initial learning (Experiment 2), or reviewed days after initial learning (Experiments 3 and 4). As expected, large distributed practice eects were shown across experiments. In addition to these eects, testing produced signi®cant bene®ts for learning in all four experiments, which were of moderate or large size (Cohen's d of 0.52 to 1.30) for three experiments. Expanding test spacing, however, did not independently bene®t learning in any of the learning situations studied. Educators should take advantage of the large bene®ts that distributed study and testing have on learning by spacing multiple tests of information within learning sessions and by distributing tests across multiple review sessions.