Many teachers have experienced the frustration of teaching a concept and seeing students appear to grasp the concept only to discover on a test or in the next unit that they did not retain the information or skill. Although some forgetting occurs for all learners, students with high-incidence disabilities are particularly susceptible to experiencing difficulties with retaining content (Swanson & Deshler, 2003). As a result, many students with high-incidence disabilities require extended, focused practice in order to ensure long-term retention (Swanson & Ashbaker, 2000). Research in the area of effective practice strategies and procedures has demonstrated the particular utility of three related approaches to practice: distributed, cumulative, and interleaved practice (Carnine, 1989; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Detailed in this article, these three approaches are presented together because they (a) share the purpose of improving long-term retention of skills and knowledge; (b) follow the massed practice that often takes place immediately after initial acquisition of a skill via intensified, explicit, and guided practice during a lesson; and (c) are often used in conjunction with each other. Three tables provide key concepts related to each approach to practice.