Community colleges have provided the means for the education of many students who may otherwise not have had an opportunity for higher education. The increasing numbers of nontraditional students, age 25 and older, who begin at a two-year community college make the transfer experience to a four-year college an essential component of higher education. Completion rates of community college students toward the bachelor's degree have decreased in recent years. Many of these students are nontraditional students who face challenges from family, work, and inadequate time for academic requirements that may not always be met by four-year college resources. Nontraditional students are an understudied group in the extensive college transfer literature, which focuses largely on traditional-age college students. This study explored the transfer experience of nontraditional students who transferred from a two-year college to a four-year Historically Black College and University (HBCU) in the southeastern United States and sought a bachelor's degree. Using a qualitative, case study approach, the researcher applied qualitative methods with 10 nontraditional students at an HBCU in the southeastern United States. The researcher used Schlossberg's transition theory to examine the assets and liabilities of nontraditional students who transferred from a two-year college to a four-year college. In-depth interviews were conducted to examine the assets and liabilities of the transfer of nontraditional students. The major question was this: What strategies and resources do nontraditional transfer students use during the "moving in", "moving through", and "moving out" stages? These stages refer to embarking upon, becoming adjusted to, and concluding a life transition, such as moving to a new neighborhood, accepting a new position, and entering a new college. Participants were also asked for their perceptions about what they needed to persist in the four-year environment. Findings may help administrators, policymakers, and academic advisors at both two-year and four-year institutions assist nontraditional students to persist through their academic pursuits. [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.]