Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. Aims: The purpose of the present study was to examine whether the accuracy metacognitive monitoring was affected by the nature of the test expected. Sample and method: Students (N = 59) were randomly assigned to one of two test expectancy groups (memory vs. inference). Then after reading texts, judging learning, completed both memory and inference tests. Results: Test performance and monitoring accuracy were superior when students received the kind of test they had been led to expect rather than the unexpected test. Conclusion: Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning.