The low transfer-out and degree completion rates amongst community college students transferring to four-year institutions demonstrates an issue that leaders within higher education should seek to address. In investigating the challenges transfer students encounter, I discovered that undergraduate students transferring from a community college to a four-year institution believe that a stigma surrounding their identity of being a transfer student from a community college currently exists, leading these students to have lower self-efficacies regarding their academic abilities (Morris, 2016; Shaw et al., 2018). Because faculty can influence student self-efficacy, I investigated the faculty perception of transfer students and the institutional powers that influence their perceptions (Ellis, 2000; Peaslee, 2018). I interviewed five undergraduate faculty members who currently teach at The Universities at Shady Grove, a campus that hosts nine different University System of Maryland institutions and is designed for transfer students. After analyzing the discourse descriptively and critically, I discovered that the participants believed a stigma about transfer students does exist and believed in by some faculty. However, the participants' active engagement with transfer students led these faculty members to have a more positive discourse regarding transfer students. Additionally, the results indicated that addressing faculty perceptions alone would not combat the stigma transfer students feel. The faculty members' personal identities converged with institutional powers and were brought into the participants' discourse that contributed to their perceptions. This discovery suggests that institutional leaders must make system-level adjustments to encourage faculty engagement with transfer students, which would lead to an educational environment where transfer students feel empowered to transfer and earn their degrees. [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.]