The purpose of this study was to compare the effect of two learning strategies: summarizing and structured questions on near and far transfer tasks. The study explored the possible way to activate metacognitive strategies and critical thinking skills through the use of reflective activities, like summarizing or answering structured questions after reading. The hypothesis was that the structure questions would better activate metacognitive and critical thinking skills than summarizing so that it would better facilitate learning transfer. Participants were 66 undergraduate students from a class of 101 students at Florida State University. The results did not show any significant difference between the two strategies on transfer tasks. Possible reasons that the students failed to activate metacognitive skills or critical thinking skills are discussed. Recommendations for maximizing the effect of structured questions on transfer tasks are also discussed. (Contains 26 references.) (Author/AEF)