Introduction During slow-wave sleep, episodic memories are reactivated and consolidated. Using the targeted memory reactivation (TMR) technique, we can facilitate this memory consolidation process by presenting the sensory stimuli that were paired with the episodic memories during slow-wave sleep. Several studies have shown the effectiveness of TMR in learning word lists; however, the field lacks data on whether TMR facilitates the learning of classroom materials or whether such effects are long-lasting. Methods Fifty college students (mean age=21.16±2.77, 70% female) completed a college-level microeconomics lecture while listening to classical music. After the lecture, when participants entered slow-wave sleep, we randomly assigned them to TMR (replay the identical classical music) or control (white noise) conditions. The next morning, all participants completed a microeconomics test which contained questions that they were trained to solve (trained questions) and questions that required application of learned principles (novel questions). Approximately nine months later, 31 participants completed a similar follow-up microeconomics test. Results We excluded participants who discontinued the study, experienced protocol deviations, or did not have music/white noise played during slow wave sleep (N=41 remaining). Prior to randomization, the two groups performed similarly during the lecture (control: 84.85±9.50%, TMR: 85.53±13.28%, p=.85). Importantly, the next morning, the TMR group outperformed the control group on the trained questions (control: 58.33±29.39%, TMR: 72.22±27.09%, p=.13) and novel questions (control: 28.79±26.93%, TMR: 47.37±31.83%, p=.05). This immediate benefit of TMR was not significantly sustained at the nine month follow-up for trained questions (control: 34.82±23.24%, TMR: 32.41±23.79%, p=.79) or novel questions (control: 11.11±11.88%, TMR: 22.22±26.80%, p=.20). Conclusion The benefits of slow-wave based TMR translate to complex, ecologically-valid educational learning materials. This benefit included application of learned principles to solve novel problems, which is key to academic success. However, because the effects of a single TMR session are short-lived, future research should test whether multiple sessions of TMR facilitates long-term learning outcomes in classroom settings. Support (If Any) N/A