Older adults often exhibit a higher susceptibility to false memories compared to younger adults, partly due to age-related declines in executive functions. Mullet and Marsh (2016) demonstrated that false memory errors in younger adults, elicited through sentences with pragmatic implications, can be corrected when errors are noticed and replaced after corrective feedback. However, the effect of feedback on the correction of false memories has not yet been tested in older adults, a key question given the increased vulnerability of older adults to memory errors. To address this, we conducted two experiments comparing younger and older participants using two feedback types: simply providing the correct answer or providing the correct answer with a follow-up question prompting revision of previous responses. In Experiment 1, participants underwent pre- and post-feedback memory tests (as in Mullet & Marsh, 2016), with an additional study-recall cycle for new, non-studied material (transfer test). Experiment 2 investigated this further by adding an additional study-retrieval phase, including pre- and post-feedback tests, in order to increase training in retrieval practice and metacognitive strategies. Results indicated that both age groups improved correct recall and reduced memory errors, with older adults benefiting most from repeated practice and feedback, demonstrating a transfer of learning strategies to new material. We highlight the role of engaging in effortful memory strategies to promote better learning during adulthood and aging.