This qualitative, collective case study explored the experiences of Hispanic community college students who participated in high-impact practices and the effect of participation upon their transfer success. Experiential, high-impact practices (e.g., first-year experience, learning communities, service-learning, and internships) have been noted to boost student success markers (e.g., GPA, persistence, completion) particularly for students of color (Kuh, 2008a). Yet limited literature is available that studied the effects of participating in those educational activities pre-transfer upon their transfer experience at the university. The relevance of Yosso's (2005) "community cultural wealth" theory was also investigated as it affected the lived experience of pre- and post-transfer Hispanic students. Findings from student and alumni interviews revealed themes of family support and cultural pride. The themes encapsulated students' ability to overcome systemic barriers and realize transformative life-change provided by service learning and study abroad experiences. These experiences positively impacted their transfer experience and success at the university through decreased transfer shock, strong GPAs, persistence, and completion. As the gateway to higher education for students of color (Lanaan, 2001; Schak et al., 2019; Shugart, 2019), two-year institutions can ill-afford not to implement systemic changes if they hope to positively affect Hispanic student transfer rates. [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.]