Over 100 years of research shows that retrieval practice is highly effective for enhancing student learning. When managing their own study behaviors, however, students tend to avoid using retrieval practice as a way of learning. Understanding and improving students' study decisions is important given the increasingly autonomous nature of educational experiences that require students to initiate and regulate their own learning. This review summarizes the emerging research on interventions designed to increase students' decisions to use retrieval practice. Informing students about the benefits of retrieval, and even providing opportunities to directly experience retrieval, are not sufficient for getting students to engage with retrieval when they have the choice. However, reducing the effort and errors involved in retrieval, and providing students direct performance feedback on their own learning benefits associated with retrieval, can increase students' decisions to use it. The small but growing literature on multifaceted interventions also shows some promise for increasing students' decisions to use retrieval practice in their courses as a result of learning about its benefits, planning how to use it, practicing it over time, and reflecting on the outcomes. Suggestions are offered for how this research informs straightforward ways that teachers might encourage students to use retrieval practice in their own learning.