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In the current study, we investigated how to best reach this fluency in an authentic elementary school setting. We compared the short\u2010term and long\u2010term effects of the learning strategies retrieval practice (using flashcards) to a restudy control condition (chanting multiplication facts out loud) on multiplication fact fluency. Forty\u2010eight second\u2010grade pupils received an instruction lesson and attended three spaced practice sessions per learning strategy. The learning strategies were counterbalanced across two different sets of multiplication tables in a within\u2010subjects design. A pre\u2010test, a five\u2010minute delay post\u2010test, and a one\u2010week delay post\u2010test were administered. Compared to restudy, retrieval practice led to a stronger short\u2010term and long\u2010term increase in the fluency of retrieving multiplication facts. 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