College students attempted to learn the concept of binomial probability from four-lesson teaching booklets. The booklets were of two forms, one emphasizing calculation with a formula and the other stressing the meanings of component variables. Also some subjects studied only one or two parts of the booklets while others completed the booklets before taking a transfer posttest. Results indicate a consistent treatment-by-posttest interaction pattern. The subjects using the calculating-with-a-formula approach excelled on near-transfer while the other group excelled on far-transfer. (Author/LS)