This study focused on integrating social and organizational support as moderators into the main analysis model of the relationship between learning -- specifically perceived knowledge retained -- and its transfer as perceived by participants. We used hierarchical regression analysis in order to test our hypotheses. Results were generally supportive across knowledge retained and transfer. Findings further supported a hypothesized effect of knowledge retained and coworker support on transfer: higher levels of knowledge retained and coworker support increased the positive effects on higher transfer. Contrary to expectation, organizational and supervisory support did not show moderating effects. These results suggest that, in order to enhance transfer of training, organizations should focus more on creating environments that enhance coworker support, at least in the short term. However, for the longer term, organizations must improve the quality of other types of support as well in order to more effectively exploit the opportunities for training transfer.