Although considered one of the best in the world, in may ways America's educational system is not living up to is expectation. Taking an interdisciplinary approach to learning and training through integrating human factors (HF) is not a novel idea, yet it seems that further work can still be done to increase outcomes. This paper intends to investigate the similarities and differences of the theory of cognitive load (CLT), which is used extensively in instructional design, with various fundamentals human factors constructs (workload, flow state, and transfer appropriate processing.). This may help to increase understanding between the fields, as well as find important similarities and differences between the given theories to increase the benefits of instructional design.