To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that have been conducted over the past three years. The work reported here attempts to address a number of general issues, e.g., the domain specificity of knowledge monitoring, measurement concerns, and the relationship of knowledge monitoring to academic ability.