Learning theory from the "behaviorist" camp suggests that quick feedback on a stimulus (problem) followed by repetition (resubmission) will increase student learning. To test this assumption an experiment was conducted. In an introductory management information system class students were given the opportunity to submit several skill-building project assignments prior to the due date. These submissions were graded promptly and feedback was provided. Students could then re-submit the project for final grading upon the actual due date. Data that were collected from a total of 159 students on three different database and spreadsheet skills indicate that there is a relationship between the choice of a student to take advantage of pre-grading and the grade on a subsequent test that assesses similar skills as in the project assignments. However, the relationship is not immediate, but it appears that students need to follow a "path of learning" in order to achieve a higher level of understanding, whereby prompt and constructive feedback can play an important role.