I administered announced, multiple-choice quizzes to 1 of 2 sections of a Psychology of Learning class in each of 2 consecutive fall semesters. The quizzes were administered between the first and second exams which were also multiple-choice. Quizzes were discontinued after the second exam. After the second exam, students completed a questionnaire about the quizzes, their study habits and their preparation for the second exam. I found that quizzes increased attendance and that students had a positive impression of the quizzes and their impact on studying and exam preparation. Quizzes also significantly improved exam performance in both semesters. This finding is compared to an earlier report by the author in which quizzes had no effect on exam performance. (Contains 3 tables.) [For Part I, see EJ754197.]