In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills training courses. It was hypothesised that, while both training programmes would lead to a change in intentions to use the skills taught, the more interactive training would result in greater change. This was confirmed. Within both courses, changes in components of the ToPB predicted a change in intention to use the skills, but the components which predicted change varied between skills. Contrary to expectations, there was not a stronger change within the more interactive training. This research will help to inform the development of more effective training by identifying the mechanisms which lead to better transfer of training.