In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect to the amount of contextual interference. Sixty-four subjects were randomly assigned to either a high interference group or a low interference group. Retention and transfer were measured immediately following training and after a three-week delay. The dependent variables were number of errors and decision time. Results showed no differences between the two training groups over the various difficulty levels. Results further showed that retention performance increased as fewer cues were available during practice. It is suggested that ‘delayed automatization’ can account for the observed increment in performance level. It is further suggested that contextual interference may produce delayed automatization of task performance but is only effective if relationships can be discovered in the learning material.