Past research has suggested that there may be benefits in learning from expository science text when students study with the expectation that they will need to teach another student. The present experiments were designed to extend prior work by testing if an effect would be seen on both immediate tests (similar to those used in most prior studies) as well as delayed tests (which are important for demonstrating long-term learning of material). The experiments also tested if an effect would be seen when learning outcomes were measured using questions testing memory for the text and questions testing comprehension from the text. And, the experiments explored if effects would be seen for a text written below grade level (Experiment 1) versus at an appropriate grade level (Experiment 2). Across both experiments, results supported that expecting to teach improved learning outcomes even at a delay, and improved both memory and comprehension from expository texts. Further, analyses of the notes taken during study indicated that expecting to teach may be causing participants to engage more with the text during study. Taken together, these results suggest that expecting to teach may be a useful activity for supporting durable learning from expository texts. [This paper was published in "Journal of Educational Psychology" v113 n7 p1281-1303 2021 (EJ1318759).]