It is important to question the generalizability of the knowledge about the nature of science (NOS), and thus know whether the knowledge about NOS can be transferred to various contexts. As such, the purpose of this study was to investigate whether students were able to transfer their acquired NOS understandings into contexts that vary in their similarity to the context of learning. Thirty-eight 7th grade students in two intact sections participated in the study. The treatment extended over seven weeks and involved teaching a unit about plate tectonics, earthquakes, and volcanoes. Only one of the two groups was explicitly taught about NOS in relation to the topics under study. To assess the change in students' understandings of NOS and their ability to transfer these acquired understandings, a five-topic open-ended questionnaire and individual semi-structured interviews were used. Some of the questionnaire topics focused on scientific issues and were considered similar to the context of learning, while other topics were socioscientific and were considered less similar. Results showed that the transfer of participants' acquired NOS understandings occurred when the context was similar to the context of learning and when the context was more familiar based on prior knowledge. Interpretations related to knowledge base schema, the distance between contexts, as well as the explicit teaching about transfer were discussed.