One of the purposes of knowledge generation at the higher education level is the creation of expertise. However, the mental structures that an expert uses to process information are not generally considered. Instead, information alone is presented to the learner and it is hoped that he or she will somehow integrate this information into knowledge and subsequently into wisdom. This article attempts to show that we need to identify the unconscious mental processing structures needed in order to convert information into knowledge; as well as to clarify our assumptions about the meaning of these words. Findings from a study of technical experts, in the field of electrical engineering, are presented to illustrate what mental structures and strategies they use to process information. Using these findings, cognitive training can be designed so that novice engineers may gain the mental structures needed to convert electrical engineering information into usable knowledge. This could represent a new way for knowledge transfer in the 21st century.