Although testing is known to enhance learning to a greater extent than passive modes of study (e.g., re-reading), learners often resist the adoption of self-testing as a learning strategy. In this investigation, we examined the extent to which such resistance—and any associated perceptions—might be affected by (a) the provision of educational information regarding the benefits of testing and (b) the experience of self-testing. After completing a pre-assessment regarding their perceptions of learning and testing, participants studied a passage about either the benefits of testing or the benefits of walking. Next, participants re-read what they had studied, completed a free-recall practice test, or engaged in an unrelated task. Then, all participants completed a final free-recall test and a post-assessment regarding their perceptions of learning and testing. Finally, all participants were presented with a new passage and had to choose, with the false expectation of a final test, to re-read or to complete a practice test. This study addresses how the benefits of evidence-based learning tactics are best promoted, especially when learners may be resistant to adopt such practices.