This qualitative case study explored the nature of teaching for transfer of one EAP writing teacher who taught an undergraduate-level academic writing course in the US. The findings of this study revealed that the teacher believed in the importance of teaching for transfer and addressed various dimensions of transfer, such as (a) transfer between reading and writing, (b) transfer across major writing tasks, and (c) transfer beyond a course. However, in terms of actual instructional practices, the teacher was not yet fully prepared to handle the various dimensions of transfer in an effective way. Implications for EAP writing teachers are discussed.