It is often difficult to transfer learning from one situation to another. Learning is more likely to be transferred if instruction is situated within a realistic context, using a problem-centered instructional approach. However, it can be challenging to create problem-centered instruction that authentically represents the needs and activities of the workplace and profession. This article describes the problems of practice approach--an iterative, guided process for developing problems for problem-centered instruction. (Contains 1 figure and 4 tables.)