A study used encapsulation and integration strategies to determine the effect of different learning strategies on transfer of learning. The instrument consisted of three forms with four parts each. Each form assessed a different learning strategy: encapsulation, integration, and the participant's own learning strategy. The functions for each of the four parts were knowledge acquisition prestrategy, practice learning strategy, knowledge acquisition post-strategy, and transfer of learning. Participants were 113 students from 8 intact graduate classes in the College of Education at a major southwestern university. Their ages ranged from 22-66 years. Two analyses of covariance (ANCOVA) were used to test the difference in the group effects from the three learning strategies as affected by gender: one for the concept acquisition task and another for the learning transfer task. ANCOVA test results for knowledge acquisition showed a significant two-way interaction between the strategies and genders in the knowledge acquisition; ANCOVA test results for transfer of learning showed no significant interaction. Although the transfer of learning results showed no significant interaction, the pattern of the results seemed to support Iaccino's (1993) suggestion that females were hindered by encapsulation strategy (their nonpreferred strategy), while males were hindered by integration strategy (their nonpreferred strategy). (Appendixes contain 16 references and the instrument.) (YLB)