Do students transfer the skills that they learn in English 101 to other courses and contexts? Often, it seems that they do not--or, at least, that the transfer is not visible or readily apparent. On the positive side, however, one may underestimate the complex nature of many of the tasks that students undertake, often for the first time, in the introductory writing course: using a vast array of information sources to conduct research, evaluating information, and integrating sources and text material with their own ideas. At community colleges, especially, many students arrive having never cited sources or formatted a bibliography, yet most who complete English 101 leave the course understanding the reasons for doing so and able to do so, if not always perfectly, at least passably. This article discusses an assessment project aimed at examining transfer of learning from English 101 to a subsequent psychology course. The project provided insight on transfer and on student metacognition and also created a rich opportunity to exchange scholarship and ideas between disciplines. (Contains 1 table.)