The Danish vocational educations or training programmes are dual educations in which the students or apprentices alternate between school-based education and on the job training in a relevant workplace within the particular industry or tradeStudies of the alternance between the school-based and workplace-based parts of the educations show that the students or apprentices often find it hard to perceive and comprehend the coherence between the school-based and workplace-based parts of the educations. An important research area, focus in the development of the educations and a topic in the current educational political debate is the coherence between the school- based and workplace-based parts of the educations. This is not only a Danish issue, but is also crucial in other European countries, e.g. (Miettinen & Peisa, 2002; Lutgens & Mulder, Cedefop).In my research I focus on how the apprentices learn in the workplaces and which part of the school-based learning they transfer in this connection. I especially study the connections between skill development and transfer of knowledge.The paper is a presentation of the results of a study of the apprentices learning in a four-year vocational training programme for sales assistance within the clothes industry. In the study eight apprentices, their teacher and master were interviewed and observed over the third to fourth year of the education.Using Donald Schön, Jean Lave & Etienne Wenger, and Hubert and Stuart Dreyfus' theoretical frameworks, the apprentices' skill development and their transfer of knowledge is analysed. The analysis focused on the core skills of training programme: the serving of customer and the knowledge and display of articles. The results point to the following theses:The apprentices do not transfer knowledge in connection with actions that involve human interaction, but they may reflect on the actions afterwards.The apprentices may transfer knowledge in connection with actions that do not involve human interaction if the action is not routine and if there is time for thinking in the action.The study contributes with knowledge about learning in dual educational systems specifically transfer of knowledge in connection with skill development. References: Dreyfus, H.L. & Dreyfus, S.E. (1986). Mind over machine. The Power of Human Intuition and Expertise in the Era of the Computer. Glasgow: Basil Blackwell.Lave, J. & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. Cambridge University Press.Schön, D.A. (1983). The Reflective Practitioner. How Professionals Think in Action. USA: Basic Books.Lutgens, G. & Mulder, M. (?) Bridging the gap between theory and practice in Dutch vocational education. In: Vocational Training, No. 25 European Journal.Miettinen, R. & Peisa, S. (2002). Integrating School-based Learning with the Study of Change in Working life: the alternative enterprise method. In: Journal of Education and Work, Vol. 15, No. 3.