Over this past summer, a couple books that focus on the role of recall in learning came to my attention. Make it stick (Brown, Roediger, and McDaniel (2014)) and Small Teaching by James Lang (2016) both claim that retrieval practice is essential for durable learning. The authors argue that practicing recall builds strong connections in the brain that lead to long-term retention, and they cite numerous studies to support their claims. Our students can often struggle with recalling material from their readings, our lectures, and classroom discussions, but we can take steps to promote recall by making small changes to our teaching. For example, we can open class sessions by asking students to remind everyone what we did in the last session or last week. Having students do this in pairs or small groups and then report out may help to them to overcome some inhibitions or recalling in a whole-group discussion. When introducing something new, Lang suggests having students retrieve previous related material or concepts that lead up to it. By providing students the opportunity to recall at the beginning of class, we help to prime the pump for learning and better participation. These are just a couple of the many suggestions and examples of how we can support our students’ learning and improve our approaches to teaching in higher education.