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This paper analyzes the main points and results of a set of the previous papers in this Special Issue from the point of view of developing characteristics of flexible-transferable-expertise. It focuses on cognitive load issues related to the acquisition of deep transferable knowledge structures and developing metacognitive and self-regulation skills. The contributions to this Special Issue demonstrate that appropriate instructional support and optimal levels of control over the learning processes, enhanced by self-explanation and self-visualization techniques, may enhance learners` abilities to transfer their knowledge and skills. Better understanding of the role of germane cognitive load, as well as our abilities to measure different types of load and high-level cognitive processes are essential for further progress in this area.