The purpose of this qualitative descriptive study was to investigate how community college supervisors in Arizona describe their role in promoting feedback-seeking, reflection, and active experimentation. The theoretical frameworks supporting this study were Bandura's social cognitive theory, Marsick and Watkins informal and incidental learning theory, and Baldwin and Ford's transfer of training model. Three research questions guided this study: (1) How do community college supervisors in Arizona describe their role in promoting feedback seeking with subordinates to influence the transfer of knowledge gained through leadership training? (2) How do community college supervisors in Arizona describe their role in promoting reflection with subordinates to influence the transfer of knowledge gained through leadership training? (3) How do community college supervisors in Arizona describe their role in promoting active experimentation with subordinates to influence the transfer of knowledge gained through leadership training? Twenty-one individuals who held a role within executive leadership participated in the study. Two data sources were used, virtual interviews with 15 participants and a virtual focus group with six participants. The data were analyzed following Saldana's thematic analysis. Seven themes emerged during the thematic analysis process. The results conveyed the importance of institutional expectations of formal training and informal learning for transfer of learning into the workplace. The conclusion of the study outlined specific practices aligned with informal learning that supervisors can initiate with their subordinates who are in training. [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.]