Three experiments explored the contribution of framing effects on metamemory judgments. In Experiment 1, participants studied word pairs. After each presentation, they made an immediate judgment of learning (JOL), framed in terms of either remembering or forgetting. In the remember frame, participants made judgments about how likely it was that they would remember each pair on the upcoming test. In the forget frame, participants made judgments about how likely it was that they would forget each pair. Confidence differed as a result of the frame. Forget frame JOLs, equated to the remember frame JOL scale by a 1-judgment conversion, were lower and demonstrated a smaller overconfidence bias than did remember frame JOLs. When judgments were made at a delay, framing effects did not occur. In Experiment 2, people chose to restudy more items when choices were made within a forget frame. In Experiment 3, people studied Spanish-English vocabulary pairs ranging in difficulty. The framing effect was replicated with judgments and choices. Moreover, forget frame participants included more easy and medium items to restudy. These results demonstrated the important consequences of framing effects on assessment and control of study.