For students to develop an understanding of functions, they must have opportunities to solve problems that require them to transfer between algebraic, numeric, and graphic representations (transfer problems). Research has confirmed student difficulties with certain types of transfer problems and has suggested instructional factors as a possible cause. Algebra teachers (n = 28) were surveyed to determine the amount of class time they devote to different types of transfer problems and how many times these problems appear on their teacher-made assessments. Results suggest that teachers dedicate less class time to graphic to numeric transfer problems than to any other type of transfer problem and that these problems appear less frequently on assessments. These are exactly the types of transfer problems that pose the most difficulty for students. It is conjectured that teachers' familiarity with these problems, combined with assumed student mastery, contribute to this mismatch.