This technical report, authored by Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, and Daniel K. Anderson, discusses advanced knowledge acquisition in ill-structured domains, focusing on the challenges and strategies for effective learning. The authors highlight the differences between introductory learning and advanced learning, emphasizing the need for deeper understanding, flexible application, and the management of complexity. They identify common misconceptions and oversimplifications that hinder advanced learning, particularly in fields like medicine. The report outlines Cognitive Flexibility Theory, which emphasizes the use of multiple mental and pedagogical representations, promoting schema assembly, and the importance of "cases of application" for functional conceptual understanding. The authors also discuss the role of participatory learning, tutorial guidance, and adjunct support in managing complexity. They propose a computer hypertext approach to implement Cognitive Flexibility Theory, aiming to foster cognitive flexibility and multiple cognitive representations that capture the real-world complexities of advanced learning domains.This technical report, authored by Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, and Daniel K. Anderson, discusses advanced knowledge acquisition in ill-structured domains, focusing on the challenges and strategies for effective learning. The authors highlight the differences between introductory learning and advanced learning, emphasizing the need for deeper understanding, flexible application, and the management of complexity. They identify common misconceptions and oversimplifications that hinder advanced learning, particularly in fields like medicine. The report outlines Cognitive Flexibility Theory, which emphasizes the use of multiple mental and pedagogical representations, promoting schema assembly, and the importance of "cases of application" for functional conceptual understanding. The authors also discuss the role of participatory learning, tutorial guidance, and adjunct support in managing complexity. They propose a computer hypertext approach to implement Cognitive Flexibility Theory, aiming to foster cognitive flexibility and multiple cognitive representations that capture the real-world complexities of advanced learning domains.