The process of knowledge transfer within the cooperative classroom has not been widely studied. Previous studies indicate transfer is a multi-dimensional procedure that can spontaneously occur throughout any stage of learning and can be seen as a dynamic process (Hajian, 2019). This study examined educator-perceived transfer of knowledge and learning among students within the cooperative classroom. It focused on educators' beliefs and perspectives regarding the nature, relevance, and extent of student knowledge transfer in a cooperative learning environment. This study conveyed that transfer is demonstrable through novel circumstances presented by educators and supported by cooperative education. Real-life applicable lessons were described as paramount to the engagement factor and supported transfer through cooperative activities. This study demonstrated that heightened transfer of knowledge and engagement as compared to traditional classrooms are discernible facets of cooperative education, indicating that cooperative education does enhance both. However, difficulty in implementation and student lack of enthusiasm can create barriers to effective learning. Recommendations for future research include replicating this study, expanding the geographic area to explore educator perceptions of the transfer of knowledge and engagement in cooperative classrooms, and further exploring professional development opportunities in private and charter schools to improve the foundational underpinnings provided by this study.