Abstract: Retrieval practice is an effective method for supporting learning, which has led to researchers calling for its incorporation into teachers’ regular classroom practice. Recent educational policy shifts in England reflect a growing emphasis on the use of retrieval practice as a learning strategy by educators. While research is largely from controlled studies in laboratories and classrooms, this article reflects on how teachers in England apply retrieval practice in their everyday teaching environments. Results reveal that teachers are regularly using retrieval practice in their teaching. However, they report using retrieval practice for outcomes beyond the ‘testing effect’, which raises questions about the role of retrieval practice in classrooms.