Objective: Educators prepare students for success as new graduates, to ensure they are safe clinicians in the clinical environment. Utilization of quizzes as a study strategy increases knowledge retention, as shown by improved academic performance. Methods: This quantitative, quasi-experimental study utilized a convenience sample of recent nursing graduates. The control group received only unit exams and a final exam. The experimental group received unit exams, a final exam, and quizzes. This study evaluated if the addition of quizzing had any impact on the long-term retention of knowledge, as evidenced by improved National Council Licensure Examination for Registered Nurses (NCLEX-RN) success. Results: The results of the study showed that there were no significant statistical differences noted in NCLEX-RN scores for students who participated in quizzes (97.6%) versus those who did not (96.1%) (P=0.3627). Therefore, the study did not demonstrate a correlation between the use of quizzing and pass rates. Conclusion: While the current experiment did not demonstrate a correlation between the use of quizzing and pass rates, additional studies should be conducted to further investigate the long-term benefits to students.