To assess the effect of a 4-question reflective learning technique on quiz performance, students engaged in an interactive activity, responded to 4 questions to encourage analyzing (i.e., what was learned), reflecting (i.e., why it is important), relating (i.e., how the material related to their personal lives), and generating (i.e., what questions they now have about the material), and took a quiz on the studied material. Quiz performance was better for students who responded to the 4 questions prior to the quiz than for those who did so after the quiz. Students also perceived the 4-question technique to be enjoyable and successful in meeting its objectives. We discuss how this simple technique effectively promotes students' understanding and memory. (Contains 2 notes.)