Metacognitive judgments made during learning derive from several types of information. These metacognitive cues often reflect intrinsic properties of the to-be-learned material, such as encoding fluency and processing fluency. By contrast, delayed metacognitive judgments depend on internal indicators of memorability, mnemonic cues. When delayed judgments occur under conditions that allow for covert retrieval, retrieval fluency is a potent and reliable indicator of future memorability. Intrinsic cues of material judged during learning (immediate judgments of learning [JOLs]) lead to the illusion of competency. In contrast, mnemonic cues of delayed JOLs enlighten judgers on their current state of episodic memory—but only when covert retrieval is possible. Unfortunately, the generation of potent mnemonic cues is not possible during learning, for the very presence of to-be-learned material prevents its covert retrievability. In contrast, the retrieval of episodically related information, such as previously studied material, is possible. Three experiments explored the effects of retrieving episodically related information on making immediate JOLs. Presented with previously studied word pairs, participants considered them when making JOLs on newly encountered word pairs. Manipulating the presentation of the previously studied word pair varied the likelihood of covert retrieval. Presenting word pairs as cue-only promoted covert retrieval of the episodically related target word, but presenting word pairs as cue-target prevented this occurrence. In all three experiments, when covert retrieval of previously studied information was made possible, immediate JOLs were influenced by the successfulness of that retrieval.