The purpose of this study was to compare the scores of students who were allowed unlimited retakes of a multiple-choice test with the scores of students who were limited to only four retakes (five trials) of the same test. The tests were each made up of 20 randomly drawn questions from a large pool of questions about research methods. Three graduate research classes were involved in the study; two were the limited groups (11 and 18 students) and one was the unlimited group (14 students). The groups were analyzed using a 3 x 5 repeated measures analysis of variance design. The between-subjects factor was treatment group and the within-subjects factor was test administration (five administrations). The results indicated significant differences (p<0.01) both between and within groups. The interaction effect was not significant. Additional research is necessary to clarify the appropriate number of trials for tests to insure adequate learning while providing sufficient motivation for students to study rather than memorize answers. (Contains 13 references.) (Author/SLD)