This case study examines how students navigate transfer from a community college to a four-year institution through the context of a transfer seminar course. Research has shown that these courses can be relevant support for students in their first semester post-transfer. Yet, no research has qualitatively examined student adjustment through a transfer seminar. Specifically, this study looks at how students adjust academically and socially in the new campus environment. It also gives particular attention to the influence of community cultural wealth on students with marginalized identities. Transfer seminar courses relate to student persistence, thus, greater understanding of their influence is pertinent to student success. The data indicates that the seminar educates participants about campus resources and promotes academic as well as social adjustment. The seminar provides minimal context for participants' community cultural wealth. Participants made recommendations regarding the transfer seminar based upon their overall experiences with the course. [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.]