Learning fields are supposed to connect the curricula of single subjects (e.g. maths, economics and technical studies) around one practical topic like designing a motor. The implementation of learning fields is supposed to improve the students’ learning results, especially transfer. The aim of this presentation is to reflect the implementation of learning fields from a conceptual and a structural point of view. The structural perspective points out that the requirements for schools in the context of learning field implementation are very complex, calling into question traditional school organization and teaching culture (Burchert 2010). This explains the difficulties of this innovation’s implementation.On the other hand the concept of learning fields itself is reflected, taking into account empirical learning studies (Meyer 2007) and the approach of situative learning represented by Lave & Wenger (1999). Learning fields from a didactical point of view are an improvement, but not the cat's whiskers to solve the transfer problem. Burchert, J. (2010): Innovationsfähigkeit und Innovationsbereitschaft an Beruflichen Schulen. ITB-Forschungsbericht Nr. 44, URL: http://nbn-resolving.de/urn:nbn:de:gbv:46-ep000106879. MEYER, H. (2007): Was ist guter Unterricht? Berlin: Cornelsen-Scriptor. LAVE, J. & WENGER, E. (1999): Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.