The present study aimed at contributing to the science-practice gap regarding the application of evidence-based actions for maximising training effectiveness in corporate practice. Training and development professionals employed at companies from diverse branches of industry and among the best employers in Germany were assessed cross-sectionally regarding actions that foster transfer separately for e-learning and classroom training. Results showed that actions for maximising training effectiveness were almost always implemented in both training settings, especially before and during training. However, after training, such actions were least implemented in both training settings. Moreover, fewer actions were implemented in e-learning compared with classroom training settings before, during, and after training. Although companies implemented transfer-supportive actions to a great deal, we emphasise that there is room for improvement in corporate practice, especially in meeting the needs of older workers and evaluation training at multiple levels.