This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring strategies developed in one-to-one teaching to their classroom teaching. The strategies included using material settings, using particular questioning techniques, incorporating assessment into teaching, focusing on dimensions of mathematisation, valuing students' responses, teaching at the 'cutting edge', and using mathematical language.