The goal of this study was to investigate the role of sequencing different levels of feedback specificity on performance and solving of novel problems. Prior work has shown a more successful transfer of knowledge when feedback is initially withheld. This is likely due to a result of requiring students to engage in the exploration of problems. In the current study, participants trained on GRE math problems, during which they received either only knowledge of their results or knowledge of their results as well as a hint in the event that they answer incorrectly. The ordering of these treatments varied between groups. Participants ability to transfer their knowledge was only impaired when they encountered a change in the type of feedback they received during training. Otherwise, receiving hints did not affect transfer or performance scores. Additional covariates are explored to explain the pattern of results, and potential improvements to the study are discussed.