Two studies examined the effectiveness of a flashcard-based study strategy, "Flashcards-Plus," in an ecologically valid context. The strategy requires students to create flashcards designed to increase their ability to retain, comprehend, and apply textbook material to exams. In Studies 1a (n = 73) and 1b (n = 62), we introduced all students to the "Flashcards-Plus" method and compared their exam scores. Students who used this strategy scored significantly higher than those who did not. In Study 2 (n = 434), we randomly assigned six introductory psychology courses to either receive a classroom lecture with the "Flashcards-Plus" strategy (i.e., three experimental courses) or no lecture (i.e., three control courses). Students in the experimental courses scored significantly higher than those in the control courses after the lecture. The results from all three studies demonstrate that students who were introduced to the "Flashcards-Plus" study strategy scored significantly higher on exams following the lecture than students who were not. These findings suggest that this easily implemented teaching strategy can help students achieve deeper levels of processing (i.e., comprehension and application) in a self-directed manner, which benefit students' performance.