In this quantitative multimethod nonexperimental study, the effectiveness of training formats preferred by school personnel was investigated. Data on the training formats preferred by personnel in public schools located in two South Atlantic states were obtained using a Likert scale survey. The survey was a modified version of the Alternative Educators survey (AES) developed by Davis and Lee (2003). The modified version, the Public Educator survey (PES), was used to gather demographic information, educational and professional development experience, the perceived adequacy of formal preservice and inservice training, preference of training method or delivery, perceived current training needs, level of interest in participating in training services, and perception of training formats regarding preference and perceived level of competence. Although collaborative learning was rated as the preferred training format by school personnel, it was found to have a medium effect (d = .64) when it comes to learning transfer. Seminar classes, which were the least preferred method when compared to collaborative learning and conference, had greater than anticipated results. The original expectation was that seminar classes would have a small effect. However, it was found that seminar classes have a large effect (d = 3.95) when it comes to learning transfer. It was concluded that school personnel prefer a collaborative learning training format even though the method is not the most effective for learning transfer.