Groups of approximately 300 undergraduate educational psychology students participated in an instructional program, involving weekly instructional objectives, weekly exams, remedial exams, and a point system of scoring. It was assumed that the percentage of students not attaining the passing criterion on the initial exam but returning for the remedial exam that week would be greater for a high criterion condition, and that the high criterion condition would also result in a greater percentage of students attaining the criterion. A follow-up study, with two groups assigned to alternating conditions, was conducted. Class and absolute point systems of scoring were used to determine letter grades. Further replication of the study substantially confirmed the initial findings. The hypothesis was supported by the results and it was concluded that the provision of optional remedial opportunities would have greater effects on student utilization and achievement if relatively high criterion-referenced testing programs were used concurrently. (LR)