In "Turnarounds to Transfer," teachers design a collection of tasks toward the summative performance goal but go beyond the Communicative mode criteria: they must assess for transfer. Transfer design criteria must include a complexity or variation that make learners engage critical thinking skills and call upon a repertoire of knowledge and skills. Learners also must move beyond themselves or immediate interests to solve the problem or create a product that has value beyond the classroom with someone else's needs in mind. In this article, Eddy presents the design for "transfer" by Starting with the end in mind. Then presents the components of "transfer" as: (1) Source: find the authentic material you will use for your task, material made by and for the speakers of that language; (2) Task: design the problem to solve or the product needed; (3) Audience: who will receive it; (4) Role: a role in real world; and (5) Transfer: Incorporate the Criteria for Transfer. The article explains how the components work and expects students to realize that the call to use prior knowledge can have many faces and flexibility is required to tap reserves for use in any context. Students will also understand that transfer is the goal of learning and the key to becoming a flexible, self-directed, lifelong language learner.