A growing trend in teaching practices is to combine instructional techniques to optimize learning. If two instructional techniques can independently facilitate comprehension, it may be reasonable to assume that their combination would contribute to even greater learning. Here we examine the effects of using corrective feedback (present or absent) and practice questions (high level or low level) during initial learning on subsequent comprehension test performance. Results suggest that there was no added benefit from combining feedback with high-level practice questions. Providing feedback or practice questions were equally likely to benefit learners but the combination provided no additional benefit.