Every year billions of dollars are spent on development aid and training around the world. Little attention is paid, however, to the sustainability of the various interventions. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. Currently, there is a limited body of research examining how best to follow up after an educational professional development program in Africa. This qualitative exploratory study sought to address the gap in education development policy by examining three schools in Ghana, West Africa. This study helps increase our understanding of how technology can promote learning transfer in marginalized communities. It also provides suggestions for trainers and practitioners and offers a tentative model of learning transfer. Findings indicate that the use of group texting via WhatsApp helped training participants implement new knowledge in their schools. Participants reported that the mobile technology intervention assisted peer learning, increased participants’ motivation, reminded them of the training content and allowed them to network.