This study explored graduate students' formative exam-taking strategies in an online classroom. Research questions were: (1) What formative test-taking strategies did students use? (2) Were the strategies related to the students' final exam scores? Students (N=50) in a semester-long measurement class took weekly formative 20-item, multiple-choice exams. Students' options were: (1) using a printable copy to guide their reading then entering their answers in an identical answer sheet for scoring, and/or (2) using only the answer sheet interactively until reaching mastery. Data were the number of times students' entered answers to reach mastery and their final exam scores. Correlation between the number of times students took the exams (summed across 16 weeks) and their final exam scores was rs =0.68. (Contains 4 tables.)