The purpose of this study was to investigate the impact of pretesting results on the future learning behavior of graduate students of a university. The teaching technique used was pretesting to assess student entry behavior. Considered in the study was the effect on student behavior of the instructor informing the class they had failed to meet the criterion for the mastery of some specific content which would have to be retested. The results of this study supported the hypothesis that pretesting as a teaching practice in this class influenced student behavior to seek out information after the results were made known. Student discussion after the purpose of the study was made known to them supported this conclusion. The results of the study indicate that pretesting and feedback of results can assist students in assuming responsibility for their learning. (JA)