Transfer of learning continues to be a need among adult learners. All too often, professional development planners, trainers, and educators are criticized for planning and delivering learning experiences with little to no attention rendered to how participants will apply their newly-acquired knowledge and skills. This criticism can be adequately addressed among adult educators by, first, understanding transfer of learning, by definition. This article presents a framework for thinking about transfer of learning and it is organized around four questions: (1) What does transfer of learning mean?; (2) Why is it important to thoughtfully plan for transfer of learning?; (3) Are there barriers influencing transfer of learning?; and (4) Are there facilitators influencing transfer of learning? The practical notion regarding transfer of learning assumes that learners will appropriately use the knowledge and skills acquired during a professional development experience once they are in actual work settings. This assumes that transfer is a static concept that is easily applied by all learners. However, transfer is not a static concept and it tends to have relevancy only when thoughtfully considered by adult educators, planners, and implementers. In other words, transfer takes on different meanings depending on the way it is defined and applied before, during, and after the learning experience. Using the four guiding questions, the author explores the multiple lenses through which transfer of learning can be viewed. (Contains 1 table.)