A research project involved a program for increasing student transfer of knowledge and skills across content areas. The problem of knowledge and skill transfer across content areas was determined through anecdotal records, researcher observation, and a survey of teachers in interdisciplinary programs. Analysis of probable cause data revealed that the problem of knowledge transfer across content areas existed because of a lack of student motivation, failure of students to recognize relevance in the curriculum, lack of time for teachers to develop interdisciplinary programs, and lack of teacher and student training in knowledge transfer skills. A review of solution strategies suggested in the literature resulted in the selection of three interventions: (1) interdisciplinary projects; (2) direct teaching for knowledge transfer; and (3) direct instruction in the use of graphic organizers. Post-intervention data indicated four emerging themes: (1) teachers need to be instructed on the requirements of true interdisciplinary programs; (2) use of graphic organizers improves knowledge transfer across content areas; (3) interdisciplinary projects improve knowledge transfer across content areas; and (4) evidence of transfer is rare unless solicited by a teacher or required as part of an interdisciplinary project. Appendices include: survey for the humanities faculty, student questionnaire, integrated art III and Spanish I forms A and B, and portfolio review. (Contains 4 figures and 34 references.) (Author/BT)