Over the past 30 years, the number of students beginning their baccalaureate journey at community colleges has increased and, in 2014, reached nearly 50 percent. undergraduate registrations. (NACAC, 2014) This, coupled with the increased percentage of students seeking a college degree and a steadily increasing transfer rate from the community to 4-year colleges, suggests that "community colleges are increasingly seen as a more viable path to the baccalaureate. ” and “motivates most empirical research [of]…transfer students.” (Melguizo, Kienzl, & Alfonso, 2011) The debate over the transfer phenomenon arose in 1972, when sociologist Jérôme Karabel stated that social stratification is increased by community colleges (Tobolowsky & Cox, 2012; Hatton, Homer, & Park , 2009). strong support system at home and take advantage of institutional support to achieve their educational goals. However, "evidence from nationally representative student samples indicates" that the transfer process may have a long-term negative effect on many students, suggesting that institutions need to improve and expand services and support programs to accommodate this growing student population. (Berkner, He and Cataldi, 2002; Britt and Hirt, 1999; McCormick and Horn, 1996; Townsend, 2008, cited in Tobolowsky and Cox, both schools influence student success. The following factors, over the 2 years of university level, are associated with successful vertical transfer: full-time enrollment, student's intention to transfer, degree completion before transfer, GPA, credit transferability, prior academic preparation, engagement and support (NACAC, n.d.) At the 4-year college level, collaboration and partnership with the receiving institution has been identified as key to transfer student success (Handel, 2011 found that student satisfaction increased). they knew the policies of the receiving institution and interacted with the advisors (faculty or staff) of the two colleges before the transfer (Malaney cited in Hatton, Homer & Park, 2009) The connections between students and professors, advisors, peer mentors, and other staff at 2- and 4-year colleges are another critical factor. the success of a transfer student. (NACAC,