<p>For over sixty years, researchers have explored how prequestions—questions answered before an educational activity—affect learning. Although much prior work has shown an advantage of prequestions on the prequestioned content, the effects of prequestions on non-prequestioned content have resulted in a mix of positive, negative, and null effects. To better understand these findings, we conducted a multi-level meta-analysis on two questions that have been central to the prequestion literature: 1) do prequestions promote the learning of prequestioned content and does this benefit extend to non-prequestioned content? and 2) under what specific conditions are prequestions more or less effective? We found evidence that prequestions facilitated the learning of information specific to the initial prequestions asked (<i>g</i> = .66). Additionally, we found no evidence of a general learning benefit of prequestions for other, non-prequestioned, information present within the educational activity (<i>g</i> = .01). The specific learning benefits were robust and found across variations in the learning event, participant sample, and assessment conditions. Further, we found that the experimental condition moderated the strength of the effect such that conditions that provided feedback in addition to the prequestions led to better specific learning than receiving prequestions alone. We discuss our findings in relation to the hypothesized learning mechanisms, implications for education, and future research.</p>