In this study, the authors examined whether a test-enhanced learning program, integrated with daily classroom practices, is effective in a middle school setting. Specifically, they implemented and experimentally evaluated a test-enhanced learning program in 6th-8th grade Social Studies, English, Science, and Spanish classes. Although laboratory studies documenting the benefits of quizzing on learning and retention are prominent, prior to their work little experimental work has assessed the effects of quizzing in classroom settings. The absence of classroom experiments relating to the testing effect represents a critical gap in extending the basic work to educational practice. In the typical laboratory experiment, the testing effect is demonstrated for material that subjects are exposed to once and for which they have no further access for review and study. Further, even when target material is educationally relevant (e.g., a text), it is an isolated passage not related to integrated content like that representing a classes' educational objectives. By contrast, material learned in a classroom context is seen under very different circumstances. The material is typically reinforced in homework and reading assignments, it is designated as important for the students to master, and the material is part of an integrated topic domain identified as core to the curriculum. To remedy this critical gap in verifying that the basic testing effect work can translate to effective educational practice, their ongoing work has focused on experimental evaluation of the effects of quizzing on learning course content in classroom settings. Their past three years of research at Columbia Middle School (CMS) have shown powerful positive effects of quizzing on student performance on chapter exams, semester exams, and even on final examinations given at the end of the school year. (Contains 1 figure.)