This study examined if test enhanced learning with feedback in an authentic classroom environment could improve students’ word comprehension, and also if low-achieving students could benefit by the method. 29 students in year five from two classes participated in the study, of which some students were low-achieving in word comprehension. The intervention was implemented with two different arrangements: test enhanced learning of words with feedback (test group) and learning without feedback (study group). In the intervention 20 words were processed. The test group got feedback in direct connection to ending the test by correction of the tests and an explanation of the meaning of the words. The study group was communicated solely with their results seven days after the last post-test. The testing that was implemented in various occasions, summed distinct results. These showed that students in both groups improved their knowledge in word comprehension over the time of the study. In summary, according to this study both the test group and the study group enhanced their word comprehension skills, and this result holds also for the low-achieving students in both groups who in this study reduced their SD value from first to last test.