Memory and the processes it involves form the basis of learning and studying. To establish an ideal study method to ensure success in college, you need to understand memory and its underlying processes. The basic explanations will provide information on a wide range of established theories along with their empirical evidence to suggest an optimal study technique. Further understanding will come from discussing theories of encoding, storage, and retrieval, as well as the interdependent relationship they have in influencing effective study strategies. All this knowledge will then be used to propose the optimal study technique to ensure accurate, long-term memory. In 1974, Baddeley and Hitch proposed a three-component model of working memory including “the central executive,” “the phonological loop.” and "the visuospatialsketchpad". In 2000, Baddeley added a fourth component to the model, calling it “the episodic buffer.” This model forms the foundation on which our mind functions and creates meaningful processing and depth of processing. All auditory and verbal information received through the conscious mind is filtered into the phonological loop; even written text can be converted into phonological code. This process is known as "silent articulation" and consists of two parts; the phonological store (inner ear) and the articulatory control process (inner voice). Visuospatial sketchbooking is another process of our working memory in which visual and spatial information is manipulated and temporarily stored. Examples include remembering shapes, colors, positions, or the speed at which objects move in space. The episodic buffer is a system that forms a vital part of both encoding and recall although it is limited to... half the paper... ....everything needed to store information in long memory is completed. The material was subjected to maintenance tests, temporarily storing the information in short-term memory, and was subsequently subjected to processing tests, encoding the information into long-term memory. Another factor to consider when studying information is the effect of spacing. Learning done using distributive practice tends to see much better results than learning done using mass practice. The purpose of the study is not limited to receiving and encoding information, but also to retrieve that information when required. It is therefore also important to exercise your ability to remember the information studied through quizzes and exercises. This well-rounded approach to effective studying factors crucial into individual processes to facilitate academic success.