Relatively few experimental studies have examined the effectiveness of study guides on student exam performance. The authors compared exam scores for students who were given instructor-generated study guides versus students who generated their own study guides. Participants were undergraduates enrolled in three identical sections of an introductory Critical Thinking course. One section of students generated their own study guides (SG), one section received instructor-generated study guides (IG), and one section received instructor-generated study guides and generated examples of concepts on the study guide (IG+). The lack of any significant differences among the three sections on any of the three exams brings into question the value of providing students with study guides. (Contains 3 figures.)