This study, presented at the 1979 meeting of the American Educational Research Association (AERA) in San Francisco, examines the relationship between a student's mathematical problem-solving ability and the nature of the student's recall of information from previously-solved problems. Seventy-seven seventh-grade students completed tasks measuring their initial perceptions of problem relatedness, their ability to solve verbal problems, and their recall of information from previously-solved problems. Results suggested that good and poor problem solvers differed in the nature of their problem recall. Good problem solvers tended to recall information about a problem's structure, whereas poor problem solvers rarely did. Nevertheless, poor problem solvers were sometimes able to recall the details of a problem's statement better than were poor problem solvers. A significant transfer effect was found from the solution and discussion of one problem to the solution of a structurally related problem. (Author/HM)