Many dyslexic learners struggle with the retention and retrieval of their learning due to working memory difficulties, yet because exams are such a widespread assessment method for university courses, dyslexic learners not only need to be structured in their approach to revision, but they also need to use revision methods that make the learning memorable and easy to retrieve. Additionally, due to the nature of the exam being a time constrained condition which is not suitable for a dyslexic student, dyslexic learners also need to be supplied with strategies for tackling exam papers to enable time to be used efficiently. This chapter, therefore, firstly, advises on ways of using to-do-lists and setting a purpose for revision to enable the student to keep motivated and to cover topics they may be examined on equally. Secondly, effective revision methods are delivered, such as creating questions, practising past papers, repetition through a process of re-reading information, covering over information to see what can be remembered, followed by leaving for longer periods of time to place learning from short-term to long term memory processes, making summaries of information and carrying them around. Thirdly, guidance on exam technique is provided.