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Description: Judgments of learning are most accurate when made at a delay from the initial encoding of the assessed material. A wealth of evidence suggests that this is because a delay encourages partici-pants to base their predictions on cues retrieved from long-term memory, which are generally the most diagnostic of later memory performance. We investigated the hypothesis that different types of study techniques affect delayed JOL accuracy by influencing the accessibility of cues stored in long-term memory. In two experiments, we measured the delayed-JOL accuracy of participants who encoded semantically unrelated and weakly-related word pairs through one of three study techniques: reading the pairs twice (study practice), generating keywords (elaborative encoding), or taking a cued-recall test with feedback (retrieval practice). We also measured the accessibility, utilization, and diagnostic quality of two long-term memory cues at the time of the delayed JOL: (a) retrieval of the target, and (b) noncriterial cues (retrieval of contextual details pertaining to the encoding of the target). We found that the accessibility of targets was positively associated with delayed-JOL accuracy. Further, we provide evidence that when study techniques enhance the accessibility of targets, they likewise enhance delayed-JOL accuracy.