Encoding specificity is a principle in cognitive psychology that involves the interaction between working memory, short-term memory, and long-term memory. Dissatisfaction with memory quality and a need for more inclusive teaching have prompted intensive research into this subject in recent years. The purpose of this literary review is to examine the practical implications of studies concerning encoding specificity in order to determine the benefit of conscious implementation into learning environments. Testing involved participants creating replicable context at the time of encoding to later be tested at recall. Results of testing revealed a significant improvement in memory retention when participants were tested for recall. In each of the mentioned tests, memory was consistently better when contextual information matched in both encoding and recall. The implications of these findings provide support for the principle’s effectiveness in assisting people of all demographics with improving memory retention.