Replicable research on the behavior known as gaming the system, in which students try to succeed by exploiting the functionalities of a learning environment instead of learning the material, has shown it is negatively correlated with learning outcomes. As such, many have developed models that can automatically detect gaming behaviors, towards deploying them in online learning environments. Both machine learning and knowledge engineering approaches have been used to create models for a variety of software systems, but the development of these models is often quite time consuming. In this paper, we investigate how well different kinds of models generalize across learning environments, specifically studying how effectively four gaming models previously created for the Cognitive Tutor Algebra tutoring system function when applied to data from two alternate learning environments: the scatterplot lesson of Cognitive Tutor Middle School and ASSISTments. Our results suggest that the similarity between the systems our model are transferred between and the nature of the approach used to create the model impact transfer to new systems.