The expertise reversal effect refers to the phenomenon where instructional techniques that are highly effective for inexperienced learners can become less effective or even detrimental when used with more experienced learners. This effect is rooted in the cognitive architecture of human memory, particularly the limited capacity of working memory. Inexperienced learners rely heavily on schema construction and automation to process information, while experienced learners can more efficiently use their existing schemas. Instructional techniques that provide redundant guidance or load working memory with unnecessary information can hinder learning for experienced learners, as they must integrate this redundant information with their existing schemas, leading to cognitive overload. Conversely, these techniques can be beneficial for inexperienced learners, who need such guidance to construct their schemas. The article reviews empirical studies demonstrating the expertise reversal effect and its implications for instructional design, emphasizing the need to tailor instructional materials to the level of learner expertise.The expertise reversal effect refers to the phenomenon where instructional techniques that are highly effective for inexperienced learners can become less effective or even detrimental when used with more experienced learners. This effect is rooted in the cognitive architecture of human memory, particularly the limited capacity of working memory. Inexperienced learners rely heavily on schema construction and automation to process information, while experienced learners can more efficiently use their existing schemas. Instructional techniques that provide redundant guidance or load working memory with unnecessary information can hinder learning for experienced learners, as they must integrate this redundant information with their existing schemas, leading to cognitive overload. Conversely, these techniques can be beneficial for inexperienced learners, who need such guidance to construct their schemas. The article reviews empirical studies demonstrating the expertise reversal effect and its implications for instructional design, emphasizing the need to tailor instructional materials to the level of learner expertise.