The purpose of the present paper was to reexamine transfer from verbal discrimination to paired-associate learning in light of hypotheses derived from the frequency theory of verbal discrimination learning. With this in mind, two groups of subjects learned a verbal discrimination list followed by a paired-associate list. For one group, the lists were made up of consonant-vowel-consonants while for the others, nouns were used, in each paired-associate list, three types of pairs were used; pairs in which the verbal discrimination correct items became paired-associate responses while the incorrect items became stimuli, pairs in which this situation was reversed, and completely new pairings. As in previous studies, no differential transfer was found.