In the course of their university studies, students build up knowledge which they often cannot apply in authentic problem situations. According to constructivistic teaching-learning-theories this is partly due to the close link between learning content and learning context. The research project presented here examined whether it is possible to build up flexible and applicable knowledge by learning in an application-related context. In its design, this study was modelled on an experimental study. In a course on the didactics of writing instruction, students preparing to be teachers at primary schools were given texts on the subject and they were given the opportunity to gain personal experiences in authentic situations. A comparison of the learning progress made by the experimental groups with that made by the control group showed that, in this study, the authentic learning situation did not have the hoped-for effect on the applicability of the knowledge gained.