Transfer admission continues to be a profoundly complicated experience. Despite stakeholders' efforts to support prospective transfer and non-traditional students to navigate the complexities of transfer admissions, only a small percentage of them will eventually access educational opportunities at four-year institutions in each recruitment cycle. As diversity, equity, and access continue to draw increased attention and institutions struggle to meet enrollment goals, institutions must enhance the transfer admissions experience for all stakeholders. The purpose of this study was to provide resourceful information for colleges seeking to streamline and enhance their transfer admissions experience. Specifically, this research study explored the new Common Application for transfer system's role in facilitating the transfer admissions experience. The study's focus was to explore and describe the lived experiences (Lester, 1999; Scarince, n.d.) of transfer admissions professionals utilizing the new Common App for transfer in transfer admissions. Ultimately, this study aimed to illuminate the new Common Application for transfer system's role in increasing access to four-year institutions' educational opportunities for transfer and non-traditional students by supporting students and the professionals who serve them (Common Application, n.d.). I employed the systems thinking framework (The Cloud Institute for Sustainability Education, 2014; Dutta, 2017; Kotter & Rathgeber, 2016; Senge, 1990, 2006; Smith, 2001) to explore, synthesize, and develop a deeper understanding of the transfer admissions experience, including the complexities and potential solutions. This study used a phenomenology approach (Lester, 1999; Scarince, n.d.) to obtain the essence of transfer admission professionals' experiences. Participants in the research were a convenience sample of seven admissions professionals from seven four-year, transfer-serving institutions in the mid-Atlantic and New England regions of the United States that utilize the new Common App for transfer. The study focused geographically on the mid-Atlantic and New England regions of the United States. Study participants were full-time admissions professionals from four-year institutions responsible for reviewing transfer and non-traditional students' applications and making transfer admission decisions. Thus, a primary limitation of this study is that I cannot generalize the findings (Elliott, 2020; Yin, 2014). Study participants responded to semi-structured, open-ended interview questions in a virtual focus group format facilitated and moderated by me. I analyzed the interview transcripts to identify themes. [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.]