Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science and technology transfer-based programs of study participated in phenomenological interviews. Students described how professors, major advisors, and transfer office staff supported their progress by providing accurate information or referring them to helpful resources; students learned answers to unasked questions and stayed on track to transfer. Interactions impeded progress when initial advisors, in particular, provided misinformation, leading to frustration and costly delays. Implications for future research and practice are discussed.