Workforces in U.S. organizations, agencies, corporations, companies, and educational institutions are becoming increasingly multicultural and leaders in organizations are having to respond to changing workforce demographics and manage workforces that are more ethnically and culturally diverse. Organizations invest billions of dollars annually in training and development, and for that investment, the expectation is that training will transfer from the virtual or instructor-led classroom to the work site. The general problem leading to the need for the study was the question of whether race, culture, or national identity affects training transfer. Scholars have examined multiple factors affecting training transfer, yet there is scant research involving whether race, culture, or national identity affect training transfer, and if so, how. The specific problem explored in the qualitative phenomenological study was the perceptions and experiences of a diverse group of community college leaders and their lived experiences about race, culture, national identity, and whether the factors affected training transfer, and if so, how. Exploring the experiences and perceptions of leaders who previously attended a leadership development program may provide talent learning and development professionals with a better understanding of these factors and their connection to training transfer. The sample population consisted of 12 ethnically diverse leaders who had attended a leadership development training program. The study results support previous research on factors affecting training transfer. The majority of study participants revealed similar past experiences relating to culture, learning, and training transfer regardless of race or national identity.