A review of the literature reveals that obstacles to the successful transfer of basic skills, knowledge, and thinking skills during classroom instructional time differ depending on which of three components of expertise is entailed: conceptual understanding, domain-specific basic skills, or domain-specific strategies. This article, accordingly, focuses on conceptual understanding and transfer, conceptual knowledge and problems of activation, lateral and vertical transfer of automated basic skills, rational task analysis, and strategy transfer. Curriculum and instructional implications are also discussed.