This quasi-experimental study examines responses to surveys distributed to writing center tutors administered after training interventions on the topic of transfer. Tutors could opt into two short training modules, the first on tutoring for transfer and the second on using transfer in sessions specific to legal briefs. After each training module was phased out, an assessment was distributed to the entire population to measure the efficacy of the interventions. This study found that after completing a training module on tutoring for transfer, tutors tended to more readily articulate explicit transfer talk for helping writers connect a writing task to past experiences. The genre-specific intervention was found to help tutors articulate explicit transfer talk strategies for helping writers connect a writing task to future writing situations. In both assessments, tutors tended to report using questions to facilitate writers’ transfer of past knowledge to a present writing task; conversely, tutors tended to report using explanation, praise, and advice for facilitating transfer of knowledge from a current task to future tasks. The study also raises questions about how tutors themselves transfer tutoring knowledge from tutor training as well as past academic experiences to new tutoring situations.