With billions of dollars being spent annually on training and a low return on investment for training being achieved, it was imperative to understand the role of supervisors and how they influenced training transfer. The specific problem was that no research had examined the hierarchical role of supervisors of faculty in the college and university settings, both for-profit and public, and their influence on training transfer. The purpose of this study was to explore what faculty members (full-time and part-time) at for-profit and public colleges and universities who have completed training directly related to their jobs within the last three years considered to have the most influence on knowledge transfer: involvement of direct supervisor (department chair), involvement of mid-level supervisor (dean), or involvement of executive supervisor (vice president or president). Three research questions asked (a) how supervisor support influenced college and university faculty training transfer in the United States, (b) why the role of supervisors in training transfer (or knowledge transfer) of university faculty was important, and (c) how college and university faculty played a role in training transfer. A qualitative methodology with an exploratory, single case study design was utilized with one-on-one and focus group interviews. Data from interviews and literature was analyzed with QSR NVivo 11 software. The findings demonstrated that although supervisor support does influence training transfer, the hierarchical level of the supervisor providing support does not make a significant difference in training transfer. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]