The present manuscript reports an attempt to support students in learning to apply knowledge from class to novel situations on course exams. Students took short-essay exams at the end of each unit. Students were offered two practice opportunities during each unit: answering practice questions and participating in a mock exam study session. On average, exam performance improved when students completed more practice questions accurately and when they took mock exams. The improved performance suggests that efforts to support student learning succeeded in helping them develop a deeper, application-based understanding of course materials. (Contains 2 tables and 3 figures.)