Interventions focused on bolstering college student study skills--that is, techniques and strategies necessary to prepare for and complete schoolwork and tests (Proctor, Prevatt, Adams, Reaser, & Petscher, 2006; Richardson, Robnolt, & Rhodes, 2010)--have been implemented in a variety of ways, including as part of summer bridge programs, supplemental courses, orientation programs, and targeted student support services (Wibrowski, Matthews, & Kitsantas, 2016). Such intervention programs commonly target time management, reading techniques, note-taking, study techniques, and test-taking strategies (Wernersbach, Crowley, Bates, & Rosenthal, 2014). Studies have demonstrated that academically struggling college students sometimes display weaknesses in study skills (Proctor et al., 2006; Wernersbach et al., 2014). Fortunately, study skills are malleable, and enrollment in courses that include study skills components yields multiple benefits, including improved academic success, retention, and self-efficacy (Cone & Owens, 1991; O'Gara, Karp, & Hughes, 2009; Wernersbach et al., 2014). Early identification of students who might benefit from further development of study skills is important in implementing related intervention programs, particularly when they are delivered as part of individualized, targeted student support services. Furthermore, for students enrolled in such programs, it would be useful to monitor changes in study skills. This type of assessment could highlight overall program effectiveness, as well as individuals who might require further support. This can be accomplished via general screening and as part of individual assessments focused on identifying the nature of student skills deficits. The purpose of this article is to provide a brief review of standardized measures of study skills. In the authors review, they answer the following questions: (1) What measures are available for the college population? and (2) What do the measure characteristics suggest about their utility?