The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed.