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The “baby boomer echo” is increasing the number of traditional age students attending higher education, yet funding from both state and federal is remaining constant. In order to provide a higher education future for all who desire it, fiscal resources must be even more carefully allocated. Improving the transfer process from community colleges to four‐year colleges and universities will conserve our fiscal and our human resources and provide a higher education for more of our citizens. Statistics alone will not improve the transfer process; the voices of students experiencing this process must also be heard. A Fall 1994 cohort group of students transferring from Colorado's 15 community colleges to Colorado State University (CSU) was identified. Within this Fall 1994 cohort, two groups of students were formed based on their earned grade point average (GPA) at CSV at the end of Fall 1995 semester: students who achieved a 3.25 GPA or better and students who were placed on academic probation. The focus group discussions were transcribed and qualitatively coded. The thematic units that evolved centered on the students’ perceptions of their pre‐transfer experience, post‐transfer experience, and recommendations for improving the transfer process. The implications for practice include the processing and disseminating of transfer information, the advising function in the transfer process, and the need for on‐going evaluation of the process.
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