University–community knowledge transfer programmes offer universities a practical means of bridging research and classroom practice by supporting school teachers, yet accounts of how such programmes are managed and how well they work remain limited. This article shares a university programme team's experience of planning, delivering, and evaluating a three-day chemistry education knowledge transfer programme implemented in October 2025 in partnership with a district education authority in Malaysia. The team developed four teacher-guide modules (Modules A–D) integrating inquiry-based, contextual, and cooperative approaches, delivered them to teachers and students, and evaluated their usability with teachers (n = 15). Teachers rated the modules highly for usefulness, ease of use, ease of learning, and satisfaction (means 4.45–4.62 on a five-point scale). The programme was delivered as scheduled to 15 teachers and 90 students, three times its student target, although the larger group stretched facilitators and materials. Effectiveness is judged here by teacher-perceived usability; student learning was not measured. The team's experience offers practical lessons on documenting design decisions, retaining evaluation data, and agreeing participant numbers with partners in advance.