An overarching goal of literacy professional development involves its impact on teachers’ classroom practices. However, a direct consideration of this transfer of literacy learning remains unclear. I address this gap by investigating teachers’ transfer of learning from their participation in a professional development event to their classrooms. I capture this intention by asking the question, what supports and drawbacks do teachers encounter when they attempt to transfer professional development proposals into their literacy classroom practices? To answer this question, I conducted a qualitative investigation during teachers’ completion of activities linked to a one year, externally funded professional development project. My findings support the influence of six factors: (1) attitude, (2) compatibility, (3) activation, (4) practice, (5) information flow, and (6) self-loop. In this study, three descriptions of teachers are given to illuminate how each person’s attitudes and perceptions developed in this professional development experience. The findings indicate how these three teachers’ attitudes and perceptions of professional development experiences and commitment to the material influence the transfer of knowledge from the course into the reality of the classrooms.