This study examined the degree of learning transfer among Christian college students, majoring in Christian Education. A qualitative research design was employed. Fifteen college students were selected through a purposeful sampling procedure. Semistructured interviews were conducted and the constant comparative approach was employed for data analysis. The major findings indicated that most students experienced the transfer of learning. The significant factors that facilitate and hinder the transfer were investigated. This study showed that the college students reported several changes in their lives as a result of learning transfer. Most students have used more active teaching strategies, including questioning, analysing the need assessment of learners, and listening to learner's voices. This change has elevated their self-confidence, resulting in escalated self-esteem. The outcome of this research may contribute to the design and implementation of instructional strategy in a Christian college and educational context to maximize the transfer of learning.