Background: The benefit of collaborative testing to learning has been examined via two-stage exams (individual then group) for high-stakes tests. However, group testing might be particularly beneficial to students when implemented during the earlier stages of learning (i.e., "collaborative practice testing"). Objective: In a large Introductory Psychology course, we investigated whether low-stakes collaborative practice testing enhanced learning compared to individual practice testing. Methods: Students completed collaborative and individual practice tests followed by two delayed retention tests. Across sections of the course, some students also engaged in group-building exercises prior to practice testing. Results Collaborative practice testing improved performance on surprise individual retention tests administered approximately one and two weeks later (n = 569). The addition of group-building exercises did not affect the benefits of collaborative testing. Conclusion: The present research suggests that collaborative practice testing can enhance long-term retention of course material. Teaching Implications: This work provides a potential model for implementing collaborative practice testing in large undergraduate psychology classes and suggests that group-building exercises may not be necessary to produce durable learning from collaborative practice testing.