Giving students questions that they typically cannot answer before a lesson or before reading a text has been demonstrated to improve learning of the upcoming lesson or text. This prequestion effect has been attributed to focusing of attention as well as to additional benefits of (unsuccessful) attempts to answer the questions. However, prequestions are typically only contrasted with a condition in which participants just read the text. In our experiment, we tested whether prequestions provide greater benefits not only compared to just reading, but also to studying learning objectives, and whether a potential benefit is restricted to overlapping questions in a final test. Like prequestions, learning objectives should help focus learners’ attention but unlike prequestions, they should not prompt answering attempts. 156 participants were randomly assigned to the learning conditions “prequestions”, “learning objectives”, and “reading only”. In the final test, they answered old multiple-choice questions (i.e., previously addressed in the prequestions or learning objectives) and new ones. In the old questions, there was a trend toward an advantage of prequestions over learning objectives and reading. Performance on the new questions was not affected by the learning condition. The findings indicate that prequestions may benefit learning over and above focusing learners’ attention. However, a control variable that determined which questions were old and new unexpectedly affected the findings. Therefore, we are currently running a follow-up experiment with modified materials.