In two studies, college students' self-regulated learning was assessed and used as a predictor of transfer. Study 1 (n=229 undergraduates) explored whether components of self-regulation related to the ability to transfer information from a base problem-solving task to a target problem-solving task. Study 2 (n=98 undergraduates) replicated the methods of the first study and extended them to transfer of text structure by groups trained or not trained with a reading strategy focusing on text structure. Components of self-regulated learning reliably predicted transfer on the problem-solving task. Self-regulation did not predict transfer of text structure for participants trained to use the text structure strategy, but was a reliable predictor for participants who did not receive training. (Contains 4 tables and 17 references.) (Author/SLD)