This article examined the role of task demand and its effects on transfer in geographic learning. Student performance was measured through eye-movement analysis in two related experiments. In Experiment 1, the participants were told that they would travel through an area depicted in photographs either driving an automobile or observing the scenery. In Experiment 2, a map task was administered in which students were asked to find a target on a road map. The results showed that in the driving condition, the participants focused on structural information in the images, such as routes and connections. This cognitive process was transferred to the map task.