This paper presents findings from a study surveying student teachers (N = 128) from two universities who reported a significantly greater influence by university-based supervisors on their teaching when they had taken a class with the supervisor prior to student teaching. The student teachers were more likely to report implementing university teachings and using supervisors' advice than if they had not taken a class with that supervisor. These findings have important implications as they suggest a greater transfer of learning from the university to the classroom, producing student teachers who are willing to incorporate and implement university- based practices in a new context.