Millions of dollars are spent each year on training for DSS workers in Maryland. However, little is known about the extent to which employees transfer training to the work setting. There is also little known about the factors that facilitate or inhibit transfer of training by DSS employees. The purpose of this dissertation study was to identify factors that impact transfer of training by DSS workers. The specific objectives were to: (1) examine the extent to which training is transferred to the work setting; (2) examine those factors that predict transfer of training; and (3) examine whether employee's perception of supervisor support impacts transfer of training in the work setting. This was an exploratory and descriptive study conducted in 2005 using a convenience sample of 64 employees that participated in one of three training courses between December 2005 and July 2006. All employees had responsibility for safety assessment, risk assessment or risk based service planning. Seventy-three percent of eligible employees participated in a ninety-day post-training telephone interview conducted by the researcher. In addition to collecting data on their overall transfer of training rate and their perceptions of supervisor support, data were collected on participants' prior knowledge rate, didn't stick rate, and value added score. The results of this study indicate that having an MSW and months of employment with DSS were related to overall transfer of training and the value added score. Months of employment were also related to prior knowledge. This study advances the literature and has implications for child welfare practice, policy, theory, and research as it has identified understudied personal characteristics that impact transfer of training and provided information about the impact of prior knowledge on transfer in the work setting.