This phenomenological study investigated lessons learned and factors affecting transfer of learning by participants who were involved in a 2-year reading professional development program (Pacific CHILD) in a remote area in the Western Pacific. The transfer of learning process was examined through the use of focus groups, semi-structured interviews, surveys, and artifacts. Individual and group descriptions were utilized to capture lived experiences and generate themes to formulate lessons learned. Results from this study showed that Pacific CHILD had a positive impact; teacher efficacy affected transfer of learning; and teachers preferred specific instructional practices to transfer. New positions and responsibilities given to participants, frequent changes, and conflicting conditions were factors affecting the transfer of learning for teachers. Implications for future studies include creating local supports after the conclusion of externally funded professional development programs, and examining the broader scope on how the frequency of transferring teachers to different instructional positions effect change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]