||This experiment examined whether learners are metacognitively aware of the benefits of being exposed to a test during the course of learning by asking them to choose to restudy or test word pairs under different conditions of spacing, feedback, and successive lists. Their decisions seemed to have been affected greatly by their judgments of learning (JOLs). When participants gave low JOLs, they chose restudying more that testing with long spacing but showed no preference with short spacing. With increasing JOLs, participants showed a greater preference for testing, regardless of spacing. On the first of three lists, participants revealed no clear strategy preference, but on the later lists, participants who received feedback, but not those receiving no feedback, changed their strategy to choose testing more often than restudying. Participants seem to understand that testing has some benefit during learning. However, the limits of their understanding remain unclear.