The purpose of this study was to explore student performance, self-ratings of learning and preference, and student comments on a variety of reading quiz formats in a first semester speech-language pathology graduate course. Students from two cohorts (n = 34) completed four types of quizzes: closed-book, open-book, open-note, and collaborative group in addition to a note review study option in self-selected order. Scores and reported preference were significantly lower on closed-book quizzes compared to other formats, but few other significant differences were observed across formats. Ranges of preferences, low variability in scores, and student comments supported the practice of allowing students to choose their own format, consistent with a needed move in the field towards learner-centered teaching. While additional research is warranted, this pilot study suggests that adding the learner-centered element of choice to assessments such as quizzes can provide flexibility for student preferences while also increasing adherence to reading assignments.