Most educators agree that concepts derived from the discipline areas of physical education are important. Selecting which concepts to teach is perhaps one of the most difficult decisions that teachers with reduced program time have to make. Once teachers select the concepts, they need to plan how to teach them over a curriculum, not just over the time span of a class. The purpose of this article is to help teachers select and teach motor learning concepts effectively. The approach taken is to show (1) why these concepts are important; (2) how a teacher can teach for real learning and transfer; and (3) how a teacher can really know whether students have learned these concepts.