his qualitative study was conducted to provide further clarity of the relationship between supervisor support and the transfer of training. Transfer of training, also called training transfer, refers to the actual application of learning acquired from training to the job (Holton, Bates, Seyler, & Carvalho, 1997; Russ-Eft & Preskill, 2009). This study explored how the supportive behaviors communicated by training instructors and work supervisors to newly hired novice firefighters attending fire and emergency medical services (EMS) training were perceived to have influenced their selfefficacy and motivation to transfer learned knowledge and skills. Only novices or individuals who were new to firefighting and emergency medical services were selected for the study. Focusing on individuals who lacked knowledge and skills to competently perform on the job (Jacobs, 2003) allowed for a more in-depth understanding of how support was perceived to influence self-efficacy and motivation to engineer competent performance. Research Questions The following two questions were used to guide the research process: 1. How have supportive behaviors influenced trainee self-efficacy, motivation, and ability to transfer learned knowledge and skills? 2. Which supportive behaviors were perceived to have the greatest influence on trainee self-efficacy, motivation, and ability to transfer learned knowledge and skills? Review of the Literature Baldwin and Ford's (1988) literature review found supervisor support influential in the transfer-of-training process. Since Baldwin and Ford's (1988) literature review, there has been much research aimed at understanding the relationship between supervisor support and the transfer of