Although testing is used mainly for assessing student learning, a new teaching strategy called concept-point recovery (CPR) makes testing a learning opportunity for engineering students to review errors and misconceptions. CPR allows students to regain points by reviewing wrong answers and explaining the solution process to the instructor to demonstrate understanding. The aim of this study is to explore students' perspectives on which aspects of CPR influence their learning experience using self-determination theory (SDT). Four categories were uncovered from the thematic analysis of eleven participants' interview data: (a) CPR as a tool to gain in-depth understanding; (b) autonomy in a supportive learning environment; (c) a less stressful test-taking environment; and (d) the importance of the instructor's role. The findings from this study support the literature and suggest that actively engaging engineering students in CPR encouraged them to regulate motivation and strive to learn difficult material.