Twenty-two fifth grade students participated in a 3-week study to compare the learning transfer of historical fiction concepts of fifth-grade students receiving instruction in two different curricula. The two different modes of instruction were the basis for determining if there was a significant difference in the mean scores of the control and experimental group. The control group was taught historical fiction skills through the traditional language arts curriculum. The experimental group was taught historical fiction skills through the non-traditional social studies curriculum. The instrument used to assess students' transfer of learning of historical fiction in language arts and social studies was a teacher-made multiple choice and writing process test. At the end of the 3-week period a T test was used to analyze the mean scores. The results indicated that there was a significant difference in the achievement level between the control group and the experimental group. The transfer of learning of historical fiction concepts was seen at a much higher level in the experimental group, based on those students' higher scores on the writing process test. Appendixes describing the research instrument, lesson plans, statistical computations, and support material are included as well as a 39-item bibliography. (Author/DB)