A review of the literature on the transfer of preservice teacher training to the classroom suggests that several definitive factors enhance transfer. A social studies methods course was developed with these factors in mind, and included directed reading activities (DRA) with a text, controversial topic discussion, and inquiry. During the academic year 1983-1984, thirty-two student teachers chose one strategy for observation. This study was designed to determine the extent to which the training for those three teacher competencies transferred from the methods class to student teaching. The DRA group (n=9, mean grade point average [GPA] for methods class 2.75 out of a possible 4.0) received the lowest score, 1.4 out of a possible 4.0. The controversial topic discussion group (n=17, mean GPA 3.09) showed strong discussion features overall, receiving a score of 3.0. The inquiry group (n=6, mean GPA 3.11) performed at a superior level and received a 3.6. DRA lessons require more planning than the others, and this may account for the poor showing there. It is recommended that student teachers be placed with cooperating teachers who have either graduated from the same training institution or are informed as to the major steps of foundational strategies taught in the students teacher's methods courses, thus helping to insure transfer of training. Transfer of training would more likely be promoted if a limited number of foundational strategies were taught in greater depth and subsequently practiced by preservice teachers to the point of overlearning. (PPB)