As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' (N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series design was used to assess the within-subject differences in judgment of learning (JOL), confidence, monitoring accuracy, and performance. Results show that the monitoring exercises have a positive effect: JOL, confidence, monitoring accuracy, and performance all increased over the semester. Performance outcomes were the strongest predictor of a formative estimate of monitoring accuracy, while self-efficacy predicted an overall summative estimate of monitoring accuracy. In addition, overall course test performance was predicted by background knowledge, self-efficacy, and class membership by section. Implications of the research results and directions for future research were discussed. (Contains 5 tables.)