Time spent in contact with academic course materials as a function of two testing schedules was measured using college undergraduates in an introductory Educational Psychology course. A multi-manipulation single organism design was employed with all subjects enabling both individual and group analysis. A study room equipped with an adjacent observation room enabled visual and audio monitoring of student study behavior. Academic materials were available to students in the study room exclusively and records of duration and distribution of student study time were made by an observer having a one-way mirror. Daily testing produced consistent rates of study behavior with low absenteeism from the study room, while intermittent testing produced sporatic bursts of study behavior and frequent instances of absenteeism. Scalloping of study behavior rates occurred during the intermittent testing condition. Results suggest that daily testing supports more consistent study patterns than do intermittent testing programs. (Author)