<p>Practice and the consolidation of knowledge to prevent forgetting have received comparatively little attention in research on learning and teaching. We describe the role of practice and its functions in learning and present three forms of practice whose potential for lasting learning is theoretically well justified and empirically documented: retrieval practice, distributed practice, and successive relearning. For each of these forms of practice, we discuss the current state of research and explanatory accounts and identify open questions. We also discuss the extent to which the integration of interleaved practice could be beneficial. General desiderata for future research relate to clarifying the role of practice in the context of meaningful learning and the question of how practice methods can be combined with generative learning activities and self-regulated learning.</p>