The elusive phenomenon of individual learning differences was probed via the concepts of transfer and practice at different stages of the learning process. Order of presentation of two films covering different subjects provided the transfer task. Practice was introduced by five repetitions of the films, interspersed among six repetitions of an immediate criterion achievement test. The control subjects took only the achievement test on six occasions. Despite methodological obstacles inherent in a repeated measures anlaysis, the following general observations were made. Film repetitions continued to produce significant increments in achievement after three showings, whereas test repetition alone did not produce significant improvement. Although no consistent patterns of test score correlations across trials were evident, the correlations did suggest a positive transfer relation that represented underlying aptitude variables other than content knowledge. These variables were related to general verbal facility, but not to memory span tasks or tests, nor to figural or symbolic cognition. Intrafilm correlations fluctuated very little, however, even though some abilities appeared to be more related to one film than to the other. (LH)