Increasingly, educators seek to teach and assess historical thinking. In the post-secondary environment, historical thinking skills are typically taught alongside historical fact, however there is a paucity of research on the relationship between historical thinking skills and knowledge of historical fact. The purpose of this study was to determine whether a relationship exists between the frequency of quizzes assessing historical fact and student performance on historical thinking assignments. The literature on quiz frequency suggests that students retain more knowledge in a high quiz frequency environment. This study used existing data from two history courses at a small, private health care college. Students attended courses in one of two semesters differing in the number of exams they were given. A high frequency group received a quiz each week when new material was reviewed in the textbook. A low frequency group received the same quiz questions for historical fact, but at quarterly intervals. Both groups received the same written assignments targeting the argumentation, sourcing, and context historical thinking skills. Statistical analysis of aggregate scores on those assignments revealed no significant difference existed between the high and low frequency exam groups. The results of this study in relation to the literature on exam frequency present opportunities for future research on this topic. History instructors may find the results of this study helpful when developing the curriculum for their course, particularly the number of required quizzes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]