Taking a dispositional view of transfer and applying Joanne Lobato's "actor-oriented transfer perspective," we analyze student perceptions of writing center visits at three very different institutions. We find that, as a nonevaluative space where university students can develop metacognitive awareness across disciplines and over time, writing centers are a prime site to examine knowledge transfer. Our study employs both quantitative and qualitative methods to assess writing center users' perceptions of transfer: exit surveys (n = 2270) and focus groups (n = 37). Most, but not all, of our participants were repeat visitors. The data show strong similarities in student perceptions across institutional borders, irrespective of demographics. As a result of writing center sessions, students report 1) regularly engaging in actual past transfer, both near and far; 2) regularly engaging in high-road transfer; 3) gaining confidence and other positive dispositions towards writing; and 4) transferring knowledge to their general writing practices. These findings of students' regular and successful transfer from writing center work point to productive outcomes, including greater self-efficacy and other dispositions supporting learning, not only for writing centers, but also for the classroom.