Research has shown that interleaving (a study technique where two topics are practiced in an alternating fashion) enhances learning and memory. However, it is unclear whether interleaving impacts the frequency of mind-wandering. The current research explores the extent to which interleaving reduces mind-wandering using a between-subjects design. Participants completed the experiment remotely and learned 40 bird images from 8 distinct families. Bird images were presented in pairs from two different families (e.g., interleaved) or individually from one family (e.g., blocked). After a brief distractor task, participants completed a final classification test. Participants also completed a post-assessment questionnaire regarding the level of difficulty, confidence, and likelihood of missed information throughout the experiment. Results showed no significant differences between the interleaved versus blocked groups for rates of mind-wandering or final test performance. These outcomes have important implications for memory and retention in authentic learning environments.