PRIDE preservice training is a widely-used method of resource parent preparation, yet a program that has been the focus of very little research. This thesis project was carried out in two studies designed to examine the process of training, investigate selected outcomes of the training, and explore the transfer of training into practice. The first study involved 174 prospective resource parents. Investigation of the process of preservice training determined that participant engagement and participant-perceived fidelity, the combination of which was conceptualized as participant-perceived training quality, were high. In terms of outcomes, significant large gains from pre- to posttraining were observed in knowledge of the PRIDE competencies taught by the training. However, no differences were found in resource parent attitudes (erroneous beliefs or motivation to adopt) from pre- to posttraining. Higher training quality was a significant predictor of both greater knowledge gains and higher participant satisfaction. No differences between prospective foster parents and adoptive parents emerged in terms of participant dropout, knowledge gain, participant satisfaction, or attitudes about resource parenting. The second study was a follow-up with 11 foster, adoptive, and kinship parents from study one who had begun parenting a child in care. Interviews with these resource parents focused on the transfer of training of the PRIDE competencies and requested feedback about the training. Participants’ ratings of their transfer of training were high, while the researchers’ ratings fell in the mid-range. Overall, participants’ comments about PRIDE were positive. Participants highlighted how useful they found personal accounts of resource parents’ experiences during training and that child welfare workers played a key role in the implementation of training. The methodological contributions of this project include the development of three measures – a knowledge of PRIDE competencies questionnaire, a measure of participant-perceived quality, and a transfer of training rating scale – that can be used both in future research and in practice. In addition, this project supplied the first evidence of meaningful links between the process, outcomes, and transfer of PRIDE training, all of which were positive. The project provided essential foundational research which future studies of PRIDE should take into account.