To remediate the exam preparation study skills that beginning (and other) students are missing, most of us respond by telling students about those skills that make for good exam performance. “Come to class.” “Take notes.” “Keep up with reading.” “See me during office hours if you need help.” And most of us have discovered that this approach isn’t particularly effective. It doesn’t always work well for two reasons. First, students tend not to listen all that closely to advice on how to study when it’s offered by people who sound and often look like their parents, and second, it’s not enough to know what they should be doing. Students need to work to develop and refine those skills. Consider an approach that might succeed where how-to-study admonitions fail. It starts with a first-year seminar program. A first-year seminar provides a perfect structure for this assignment, but it could be used in a variety of courses. In this first-year seminar course students get the usual instruction on learning strategies, but more importantly they complete an assignment in the seminar called a Strategy Project Assignment. It’s a “multistep project requiring students to plan, monitor, and evaluate their newly learned strategies as they prepare for a test in a course in which they are currently enrolled.” (pp. 272-3)