A study identified four principles, based on transfer of learning research and cognitive theory, for guiding curricular decisions, instructional development, and teaching practices in ways that support transferable learning. The principles were as follows: (1) emphasize intermediate-level knowledge in curricular decisions; (2) create in the learning situation fidelity to transfer situations; (3) reflect the complexities of knowledge and its application in diverse, multidimensional contexts, problems, and situations; and (4) stimulate and challenge students to transfer their knowledge during learning and support their efforts to do so on their own. The basis for each principle and ways of incorporating it in educational practice were identified. The research tested the applicability of the principles by using them to create a parent education learning environment. A case analysis approach to instruction was formulated to help parents develop flexible knowledge and appropriately complex understanding. Strategies used to stimulate learner-directed knowledge transfer during learning included a scaffolding approach to teaching and reflective dialog among parents. The learning environment was field tested in 5 sites with 31 parents. Not only did parents' learning reflect characteristics identified as enhancing "high road" transfer but parents engaged in high road learning transfer as well. (Contains 87 references.) (YLB)