In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies.