Special education paraprofessionals (SEP) play a significant role in the education of students with disabilities in schools. The presence of clearly identified roles/responsibilities of classroom teachers and SEPs provides a learning environment that allows students with disabilities to receive a free, appropriate, public education (FAPE). Training transfer into classrooms by SEPs for the benefit of students having disabilities is equally as crucial as the understanding and acceptance of SEP roles/responsibilities. The significance of this study was to make known perceptions of classroom teachers and SEPs of SEP roles/responsibilities and to understand how these perceptions affected SEP training transfer into classrooms. Five elementary schools located in New Hampshire participated in the study including 15 classroom teacher and SEP pairs working in the same classroom daily with a minimum of 2 students having special needs. A mixed research design was used consisting of pretest and posttest surveys and a focus group session which was videotaped. Data was collected separately from each of the elementary schools. The focus group sessions were developed to include principles of andragogy. A brief activity was conducted at the onset of the focus group sessions followed by a PowerPoint presentation of SEP roles/responsibilities with discussion. The purpose of the discussion was for classroom teachers and SEPs to reach a shared understanding of SEP roles/responsibilities and to identify factors as impeding or supporting SEP skills transferred from training into classrooms. Data analysis included descriptive statistics using univariate analysis and non-parametric measures such as the Wilcoxon Signed Rank Test. Results revealed that classroom teachers' and SEPs' perceptions of SEP skills transfer following training was not automatic; however after the focus group sessions with the introduction of SEP roles/responsibilities, SEP training transfer was viewed as more likely. Classroom teachers and SEPs identified factors that hindered SEP skill transfer as SEP roles/responsibilities and the role of the principal in the development of a supportive school climate.