It has long been assumed that graphic organizers (GOs) should be presented to students following text as an organizer, rather than preceding text as an overview. Robinson et al. ("Educational Technology Research & Development," 51(4), 25-41, 2003) challenged this assumption by finding support for GOs as an overview. The present study further examined this issue by having 111 undergraduates view three GOs before (overview) or after (organizer) reading or listening to a narration of a 3,400-word text, followed by measures of retention and transfer. Students who received GOs as organizers transferred knowledge better than those who received GOs as overviews. Whether GOs should also be used as overviews, as prescribed by Robinson et al., is unclear and in need of further investigation.