The purpose of this study was to empirically explore the impact of cyber education on expectation for learning transfer. In particular, the effectiveness of cyber education course was examined after controlling for variables of learner characteristics. The questionnaire was distributed to 2,150 randomly selected adult learners who have at least one time taken the cyber job education courses opened in the K institute. 1,187 usable questionnaires(response rate of 55.2%) were collected. Hierarchical regression analysis was used for achieving the research purpose. As a result, age, perceived choice, online task value, the adequacy of learning content, the adequacy of learning strategy, convenience for taking the course were found to have positive significant effects on expectation for learning transfer. However, computer anxiety was negatively related to learning transfer. In particular, online task value among variables of learner characteristics was revealed as an influential one on expectation for learning transfer. The adequacy of learning strategy was proved as an important one among variables of cyber eduction in terms of explaining variance of expectation for learning transfer. Finally, after controlling for variables of learner characteristics, 16.6% of variance of expectation for learning transfer were statistically explained by the variables related to cyber education. As the final outcome, cyber eduction can implement a meaningful role to improve learning transfer. Based upon the concrete findings, some implications were discussed.