The purpose of this study was to investigate two types of transfer of learning (application transfer and gains in aptitude) in a mastery learning instructional mode. Seventh grade students were assigned either to a learning for mastery instructional mode or to a control group in a conventional classroom. Although the content matter covered and time alotted for learning were the same for all students, the students who received mastery learning instruction appeared to benefit from being oriented to the process of mastery learning. In contrast, students who received conventional lecture-based instruction displayed no noticeable improvement with respect to applicational transfer or gains in aptitude. Consequently, a learning strategy utilized in teaching students the process of learning how to learn enhanced not only the immediate effect of applicational transfer, but the slower-acting effects of gains in aptitude as well. (RD)