The number of students of who begin their college careers at two-year institutions and eventually transfer to four-year institutions has continued to grow over the years. This increase has been accompanied by significant research. In many instances the research has examine these students’ misfortunes rather than their triumphs. This study looked to provide a different perspective by examining the experiences of transfer students of color who have persisted and excelled at predominantly white four-year institutions that have selective admission criteria. Within this study student success was examined in and beyond the classroom. A sample of transfer students from two-year postsecondary institutions who excelled academically (as indicated by attaining a grade point average (GPA) of 3.0 or higher) participated in leadership involvement opportunities, developed relationships with faculty and staff that resulted in beneficial personal and professional development, participated in enriching activities such as internships, and received various awards were selected.

This study attempted to address the lack of balance in previous examinations of the success of transfer students of color. The goal was to further understand the experiences of students who had persevered, flourished, and made the most of their college experience. The research sought to gain insight into, and understanding of the phenomenon of being a high-achieving student of color who transferred from a community college or a two-year institution setting to a selective predominantly white four-year institution. The result was to be an illustration of what the participants in this study experienced, how they experienced it, and the meaning they made of their experiences.

Qualitative research methods were used to explore the lived experiences of 14 participants from two predominantly white four-year institutions that have selective admission criteria. Through extensive data analysis, 39 sub-themes were identified. These sub-themes led to the identification and classification of eight thematic categories that provided in-depth insight into the shared experiences of the participants. The thematic categories were: (1) Reasons for attending a 2yr institution; (2) Life at the 2yr institution; (3) Life as a first year transfer student; (4) Contributors of success; (5) Rationale for involvement; (6) Benefits of leadership and academic achievements; (7) Transferable skill-sets; and (8) Challenges of success.

Based on the data collected from this study implications for policy, practice and future research are proposed.