This is a culmination of three related studies of how students make choices within binary systems of post-secondary education: school to college or university, college to university, and college to college to university. The predecessor study investigated how high school students who had been offered admission to a college and a university chose between them. The next study is re-visited and updated here on the basis of the results of a new follow-up study that focusses particularly on internal transfer and extends data analysis to both studies. The second study surveyed and subsequently interviewed over 200 hundred college students who indicated an interest in transferring to university. Students at five colleges with different transfer models were tracked until they left their colleges, whether or not they transferred. The objective was to learn when, why, and how students finally decide to transfer or not. The second study concluded that the articulation that students "see" is not always the articulation that planners and policy-makers "see" for them, that the "concurrent college" model performed the best and that the "traditional college" performed the worst, that availability of pathways generally promotes transfer, and that program switching or "internal transfer" prior to transfer to university is more frequent than expected. The third study followed-up the phenomenon of "internal transfer" by surveying and interviewing a second cohort of students at four of the five colleges in the second study who had also indicated an intention to transfer to university, but had first transferred to another college program before seeking admission to university. The combined results reported here of the second and third studies led to the revision of some of the conclusions of the second study, and added new conclusions about internal transfer, for example: that transferring from program to program within or among colleges prior to university entry is almost always a complete re-start of the path from college to university, is motivated by concern about the credential to job market match,and is oriented as much to transfer of credit as to credential recognition.