Despite the steady growth in transfer enrollment in the California State University (CSU) system, Black transfer students face significant equity gaps in access and completion. This study aims to enhance the limited research on the transfer experiences of Black students at four-year institutions, particularly within the CSU system, where over 40% of incoming fall enrollment has been transfer students for over a decade. However, Black transfer student enrollment has not exceeded 4% during this period. This phenomenological qualitative study investigates the lived experiences of 21 Black students who transferred from California Community Colleges (CCC) to the CSU system. Utilizing the transfer receptive culture (TRC) framework, it explores how outreach initiatives, financial aid, academic support, community, and family influence their experiences. Using Moustakas' phenomenological data analysis approach, the study identifies three themes aligning with the TRC framework: Black Transfer & Identity, Navigating the Transfer Experience, and Belonging, Community & Legacy. Findings highlight how students' racial identities impacted their transfer journeys, emphasizing the importance of accessible online information, transfer centers, and counseling services as pre-transfer resources. Critical post-transfer supports, including financial resources, academic advising, and campus resources were crucial for persistence and success. Familial encouragement and peer and campus community networks also played key roles. These findings can inform strategies to increase transfer receptive culture within the CSU system and support the development of systems and policies that foster success for Black transfer students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]