A study examined whether students were able to transfer the learning of a modeled "think-aloud" strategy to comprehension monitoring in other learning situations. Sixty-four eighth grade students in a midwestern town were identified as average proficiency readers based on a cloze test. There were no significant differences among the groups (passive, active, and fullrange modeling conditions) in reading proficiency or in ability to monitor comprehension. All students were administered a questionnaire designed to answer the transfer questions of the study. Results indicated that the majority of the students used the think-aloud strategy in other classes at school. Fewer students reported using the think-aloud strategy out of school, with no significant differences among groups for transfer of the strategy to non-school situations. Results indicated significant differences among groups for use of the strategy in school, with the active and fullrange modeling groups reporting significantly more transfer situations. These students also had a greater percentage of responses than the passive group when asked "How has the think-aloud helped you?" They commented on how it helped them understand what they were reading and how it helped them deal with confusions that arose during reading. Students from all groups explained that they learned to slow down and take time to think aloud about what they were reading. Students in the active and fullrange modeling conditions were the only ones who made comments exemplifying their sense of self-efficacy. (One figure and three tables are included.) (MG)