This study questions whether or not participatory action research is an effective and practical method for increasing learning transfer of recovery-based principles. The participants (N = 250) were ethnically and educationally diverse clinicians, in an urban state mental health institute. The Self-Assessment of Recovery-Based Behaviors survey ( n = 120) and the Virginia Recovery Assessment Instrument (VRAI) ( n = 80) formed a base-line for measuring changes in learning transfer. Participants assessed the learning transfer system via the Learning Transfer System Inventory (LTSI) (Holton & Bates, 1998) (n = 33) and participation in focus groups and interviews (n = 39), and designed, with leadership, interventions to improve the learning transfer system. An analysis of post-intervention surveys, Self-Assessment of Recovery-Based Behaviors (n = 37) and the VRAI (n = 41), indicated little significant difference (p less than 5%) in learning transfer. Future research should limit the number of interventions, increase participation and increase the time allotted for intervention implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]