This project aims to gain insight into the ways in which continuing education students conceptualize and use skills and knowledge from a compact course in their practice. I present theories on structuring teaching to enhance transferrable skills alongside my own concrete examples of doing so. I analyse findings from a focusgroup interview investigating experiences with transfer of knowledge. My findings are that students did not think they transferred knowledge or skills, but they gave several examples of doing precisely so. I conclude by reflecting on what transfer actually means in this context and how to improve teaching in this field.