Hispanics are the fastest growing ethnic group nationally, yet they continue to be undereducated and underemployed. This paper discusses one community college's success in preparing and transfering Hispanic students to 4-year institutions. The study examined a San Francisco Bay Area high transfer community college, which was experiencing an increase in the enrollment of Hispanic students, to determine how its organizational practices were specifically addressing the transfer of this population. Data are provided that were gathered through interviews with college personnel involved in carrying out the transfer function as part of their responsibilities. Exploratory analysis and findings of the data are presented in terms of four organizational dimensions: commitment; structural context; role performance of staff; and role performance of students. Findings suggest that the intention of the institution, embodied in a policy statement, the college's allocation of resources, its implementation efforts to create facilities and roles to carry out the intent, and the actual roles enacted by the staff, seem to be directly related to and influence the participation and behavior of the students as to whether or not they utilized the transfer-related opportunities offered to them. (Contains 25 references.) (Author/GLR)