The events of 2020 highlighted many longstanding truths about teaching and learning. One such truth is that culture matters for learning, especially for transfer of learning from abstract knowledge into practical application. Because this holds for adults' learning as well as students', it can and should have an impact on professional learning. Learning leaders should consider culture in their planning, implementation, and follow-up with educators. Making professional learning more culturally relevant could help ensure effectiveness and decrease the trend of school systems spending money on professional learning that yields few results (Hess, 2013). In turn, this would contribute to better academic, social, and emotional outcomes for all educators and students, regardless of race, ethnicity, gender, religion, sexual orientation, language, abilities, and cultural backgrounds. In this article, Corrinne Brion examines a multidimensional model of learning transfer. The model aims to help leaders and professional learning organizers plan, deliver, and assess their professional learning to assist teachers as they implement new knowledge. Another goal is to improve student learning outcomes and well-being while also supporting a better return on schools' investments. The model can be applied across cultures and contexts.