This study investigates the effectiveness of different ways students use online quizzes to support learning of accounting. Students may use the quiz as a ‘self-test’ where they repeat the quiz until they pass, or as a ‘worked example’ to access the elaborate solutions provided in the quiz feedback. In a first year undergraduate accounting course, results indicated that using the quiz as a self-test rather than a worked example was the better strategy for the foundational financial accounting concept of initially learning to record journal entries, whereas using the quiz as a worked example was the better strategy for topics that required the accurate application of a highly structured problem solving strategy such as is demonstrated in management accounting topics. An important caveat is that when using the quizzes as a worked example, students still needed to make a genuine attempt to complete the quiz to receive the benefit. The results of this study add to the growing body of evidence that the voluntary use of online quizzes can help students access feedback to succeed in learning introductory accounting.