Part of a collection of papers commissioned by Foundations, a career development project sponsored by the National Technical Institute for the Deaf (NTID), the paper reviews research on transfer of knowledge and skills from one situation to another. A transfer classification scheme is proposed based on the notion that an individual's knowledge can be divided into two general categories: content and skills. In one section, research on content to content transfer (the impact of content knowledge learned in one situation on subsequent acquisition of new content knowledge) is reviewed. Traditional studies of transfer with word lists are briefly discussed, followed by a review of the research on the retention and transfer of meaningful verbal learning. Task, instructional, and learner variables are also considered. Recommendations include using concrete instructional materials liberally supported by pictures and illustrations, and tailoring methods to fit the styles, aptitudes, and preferences of learners. The next section focuses on skills to skills transfer (transfer of learned skills from one situation to another), including an examination of research on cognitive and motor skills. Recommendations include presenting knowledge relevant to acquiring a new skill without an excess of distracting stimuli. The next section examines skills to content transfer (skills that subsequently facilitate the acquisition, retention, retrieval, and transfer of knowledge). Recommendations center on the importance of stressing learning strategy skills rather than rote memorization. A final section discusses the educational implications of transfer-related research, specifically regarding instructional material development, teaching methods, and supplementary courses in learning and problem solving. (CL)