The gap between the number of available STEM workers and employers' needs in the workforce is projected to be about two million by 2025. One way to reduce the magnitude of this gap is to increase the number of entry-level STEM workers joining the workforce, however the attrition rate for college STEM majors is about 33%. Research has indicated that students' study strategies and affective factors are related to student retention. This qualitative case study explored the study strategies of students using adaptive learning technology in a gateway STEM class, General Chemistry. The researcher sought to understand how the students describe their transfer of learning outside of the course adaptive learning environment to course assessments and laboratory work in their own voices, using semi-structured interviews and a focus group discussion. Understanding the study strategies used by students, whose expectations of knowledge transfer are in alignment with their assessments and laboratory work, may lead to identifying interventions that may assist other students in more successfully transferring their knowledge and aid in their retention in STEM fields of study. The overarching research question was, "What study strategies do General Chemistry students describe using in the adaptive learning environment that impact successful knowledge transfer to assessments and laboratory work in the General Chemistry class?" The conceptual framework informing this study was built on sociocultural and self-determination theories, and three streams of literature: the shortage in the STEM workforce, factors affecting STEM students' knowledge retention, and adaptive learning environments in higher education were reviewed. The findings in this study led to four results among the participants using the adaptive learning environment for homework assignments in General Chemistry: personalized learning strategies were utilized by the participants in General Chemistry at the College to learn new content, personalized study strategies were employed by the participants in General Chemistry at the College in preparation for assessments, responsibility for the development of the participants' study strategies was placed on themselves, and the sentiment of the adaptive learning environment in transfer of learning was generally positive. The recommendations emanating from this study include sharing the results of this study with professors and administrators at the College using or considering adaptive learning environments, encouraging professors to conduct study strategy sessions with their classes early in each semester, encouraging the faculty to use data analytics from adaptive learning environments to determine if specific students need study strategy coaching, and conducting this study with a screening criterion which includes learners who are not self-directed in the development of their study strategies, so that the data may be compared to the findings of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]