In this paper, several issues related to the problem of transfer of training are set forth. The technique of frame analysis, developed by Erving Goffman, is presented as a way of bringing coherence to the formulation of problems related to transfer of training. Key concepts in Goffman's argument are explained, showing how those concepts pertain to training. An extended discussion of a sample training activity shows how frame analysis can help structure the activity for maximum transferability. Several implications of frame analysis for the conduct and structure of training are explored, and questions for further investigation are presented. (Author)