College students were assigned to various study and review conditions in order to determine the effect of using a preferred or nonpreferred mode of study and of being familiar or unfamiliar with the assigned reading topic. Results of the posttest showed that reading only when one preferred this technique and was familiar with the topic produced the best examination scores. Reading only was least effective when one preferred to read only but was unfamiliar with the topic, while underlining and note taking were most effective in this situation. The findings are discussed in terms of their practical effects for students. (Author)