The problem addressed in this study was that students who use passive study techniques when learning medical terminology are less likely to perform well on exams and retain course content in long-term memory. The purpose of this qualitative exploratory multiple case study was to explore the perceptions of college faculty regarding the effectiveness and utility of student use of retrieval practice quizzing and their views about how retrieval practice quizzing might impact students' long-term memory and exam scores. The objective of this study was to understand and provide insight into faculty perceptions about retrieval practice quizzing to derive meaning and to inform professional practice in a real-life context that could be applied to other disciplines (e.g., anatomy, math, nursing, foreign language). The guiding framework of this study centered on identity education (IdEd) which refers to instructors' deliberate and active involvement with students' identity-related processes to facilitate student engagement in the classroom. Study participants included a purposive sampling of eight college faculty who were currently teaching or had taught a college-level medical terminology course. The faculty members participated in individual interviews and a focus group via Zoom. The findings revealed that the study participants perceived retrieval practice quizzing to be effective in improving exam scores and in helping students commit course material to long-term memory. As a result of these findings, recommendations for practice include: (a) encourage faculty to incorporate retrieval practice opportunities in their college-level courses, (b) encourage faculty to consider the IdEd conceptual framework or another documented practice for enhancing student-faculty relationships in the classroom to foster more intentional and purposeful student engagement with the course material, and (c) encourage faculty to provide timely performance feedback and interventions for students to strengthen students' metacognitive control of future study decisions. The recommendations for future research include: (a) explore students' perspectives on retrieval practice quizzing, (b) conduct studies on retrieval practice quizzing in college settings that measure the impact retrieval practice quizzing has on exam scores, and (c) conduct studies on retrieval practice quizzing in college classroom settings that examine the influence of graded versus optional or non-graded retrieval practice activities and its impact on student completion rates of retrieval practice exercises. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]