Baldwin and Ford's (1988) Model of the Transfer Process highlights training input and output factors as affecting conditions of training. Training inputs, such as trainee characteristics (personality and motivation), training design (principles of learning and training content), and work environment (support and opportunity to use skill) effect training outputs (learning and retention). Using adult learning principles in the classroom helps facilitate positive transfer of training and includes learning that takes place in the context of realistic settings, called authentic tasks (Brown, Collins, & Duguid, 1989). Additionally, an instructor/trainer of adults must understand that the adult learner is self-directed, has experiences to share, needs motivation to learn, and has the need for problem-centered learning for learning and retention to take place (Knowles, Holton III, & Swanson, 2005). Therefore, when the trainer understands what helps to motivate the adult learner, this enables the trainer to help students make meaning from what is learned, transfer their knowledge, and gain control from the instructor (Knowles et al., 2005). The purpose of this review is to take a closer look at examples of training inputs that maximize the transfer of training for positive learning and retention. [For the complete proceedings, see ED590245.]