A study was conducted to examine the transfer rates of 395 community colleges participating in the 1993 Transfer Assembly to determine on the underlying causes behind different transfer rates. Of the states supplying information for the 1989 cohort, for example, seven had at least one college reporting a high (above 25%) and a low (below 15%) transfer rate. Site visits were arranged for 14 high and low colleges in California, Illinois, New York, Texas, and Washington. Three instruments were developed for the project: a General Interview Form, Faculty Survey; and Student Survey. Data gathered from these instruments and site visits revealed: (1) more students transfer when college administrators and faculty actively endorse and encourage it; (2) transfer is facilitated by clear articulation agreements, universities accepting feeder college courses more readily, and counseling; (3) articulation agreements are helpful but probably affect transfer rates only marginally; (4) common course numbering helps guarantee proper credit will be given for feeder college courses; (5) key personnel at high transfer rate institutions are more likely to assign transfer priority; (6) universities make transfer more difficult by not accepting specific courses, not allowing admissions to some degree programs, and not perceiving transfer students as adequately prepared; and (7) students who come from high schools with sufficient reading and math skills are more likely to transfer than those who require developmental courses. (Survey instruments are appended.) (KP)