Examining a sample of 17 sixth, seventh, and eighth grade language arts and social studies teachers in the Eugene (Oregon) area, this study sought to determine the effects of inservice coaching on teachers' transfer of newly learned classroom strategies into their instructional repertoires, and to identify the problems in transferring skills. All teachers were trained in three models of teaching--Bruner's Concept Attainment, Taba's Inductive Thinking, and Gordon's Synectics. As an aid in applying the strategies in the classroom, nine teachers received coaching for 6 weeks--including repeated observations and technical feedback; eight were observed but uncoached. Scales for model-relevant teaching behaviors were derived from the Teacher Innovator System observation instrument, with multiple regression used to determine the contribution of coaching to the teachers' transfer of training. Results indicated that coaching was effective in helping teachers include a conceptual level as well as factual level of information processing in the classroom and also in maintaining the models as optional instructional strategies. It was found that among the most serious problems for teachers in transferring training were making instructional objectives suitable to the new models, approaching curricula as sets of concepts rather than as activities, and finding time and encouragement in a school setting to master new strategies. Appendixes include a review of literature on transfer of training and the instruments used in the author's study. (JW)