The lack of learning transfer is a significant issue facing many organizations across the United States. Senior leaders and managers must be ready to support the development of their employees to see an increased return on investment. The purpose of this interpretative phenomenological analysis study was to explore how employees perceived the manager support they received while applying the learning after a leadership development program. It also explored if that support aligned with gender-linked characteristics or behaviors. The study took place at a midsized technology company based in the Northeastern United States. Data were collected through semistructured interviews and uncovered three main themes: self-led learning as a result of limited expectations and opportunities, definition of support, and impact of gender and gender-linked behaviors. The findings revealed that through self-initiative, participants demonstrated a strong motivation to learn and apply learned skills after a leadership development program, even with limited manager support. The results also showed that the manager characteristics perceived as most supportive were feminine-linked or neutral. Several factors influenced the participants' experiences, including the work environment, manager loyalty, and gender stereotypes. These findings are relevant for organizational leaders and human resource professionals who focus on creating a learning culture. [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.]