In this study we investigated the effects of two treatments supplementing students' (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students' knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts. The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them. We expected that near transfer is reached more readily than semi-far transfer. This was the case for the solidification of connections between concepts and contexts. The context condition performed better. It was not the case for the solidification of the concepts which was the aim for the concept treatment. There was no difference in the results on the concept test between the two conditions. As to the assumption that a solid conceptual network is a prerequisite for far transfer, the findings are inconclusive. (Contains 2 figures, 1 table, and 1 appendix.)