The purpose of this study was to evaluate the effectiveness of question-and-answer based review sessions to stimulate student learning (assessed as an increase in exam score) in an animal reproduction course. Data were collected over 2 semesters from students (n=107) enrolled in a Reproductive Physiology course at a major land grant university. Prior to each of the three lecture exams, students had the option of attending a review session the evening (1700 to 1900 hrs) before the exam. Student attendance at review sessions was approximately 30% of the class. Review session attendance was positively correlated to exam score (P<0.10) and student performance on medium and high cognitive level questions (P<0.03). Overall, students who attended the review sessions earned more points on the exams than those who did not (76.1±0.98 vs. 69.6±0.98, respectively). Students who attended the review sessions required the same amount of time to complete Exam 1 and Exam 2 as those students who did not attend (P>0.22), but spent more time answering Exam 3 questions (P=0.08). In conclusion, improved exam scores as a measure of student learning were associated with student participation in review sessions.