This study expands the work-family enrichment literature by integrating enrichment theory (Greenhaus & Powell, 2006), social-cognitive theory (Bandura, 2001), capitalization theory (e.g., Gable, Reis, Impett, & Asher, 2004), and creative cognition theory (e.g., Smith, Ward, & Finke, 1995), in order to advance a novel conceptual model of the effects of resource transfer training on enrichment and job satisfaction. The model was tested by developing and evaluating a work-to-family enrichment training program, the Resource Transfer Training, which was based on Greenhaus and Powell's (2006) enrichment theory and interpersonal capitalization theory (Ilies, Keeney, & Scott, 2011). The training was administered to 163 administrative employees using a longitudinal prepost experimental design. Consistent with hypotheses, findings indicated that, compared to a control training condition, the Resource Transfer Training increased development-based enrichment from work to family (the transfer of skills, knowledge and values). Furthermore, the effect of the training on both development-based and affect-based enrichment (the transfer of positive affect) was mediated by enrichment self-efficacy, and the indirect effects of the training on enrichment were moderated by initial social-emotional work resources. Finally, as hypothesized, enrichment self-efficacy and enrichment experiences sequentially mediated the effect of the training on job satisfaction. This work advances theory by demonstrating that human agency can facilitate enrichment experiences across roles, and by exploring new antecedents of enrichment through theoretically driven training components. It advances practice by devising and testing a work-to-family enrichment intervention that can serve as a tool for organizations to increase positive synergy between work and nonwork roles. (PsycInfo Database Record (c) 2021 APA, all rights reserved).