ABSTRACT Learning is not maximally efficient from an instructional sequence in foreign language teaching without intentional practice following tests that evaluate student achievement of an instructional objective. This posttest practice must be provided to accomplish two important goals of instruction. First, post-evaluation practice must be provided at ever-increasing intervals in order to maximize student retention, so that lengthy rest periods (e.g., the summer recess) will have little effect on memory. Second, provision must be made for non-alerted practice, i.e., students are not made aware at the beginning of practice of the content focus. This latter practice is necessary for the achievement of automatic language usage. Arguments are made for post-evaluation practice, a distribution schedule is exemplified, and various types of practice are suggested and illustrated.