This study investigates the role of online discussion forums in facilitating knowledge transfer within an online classroom. Analyzing 21 course sections of a graduate organizational behavior course using NVivo10, the research found evidence of student-to-student knowledge transfer but limited evidence of faculty-to-student transfer. The paper proposes a model to evaluate discussion question prompts as knowledge transfer agents, focusing on factors such as trust, creativity, real-world application, and knowledge stewardship. This model aims to improve the design and delivery of online discussion assignments for instructional designers, subject matter experts, and faculty.