This study investigated and analyzed how lateral transfer students who commute to college made sense of their transition and belonging between four-year institutions. Based on student mobility patterns, the lateral transfer population exceeds the number of community college transfers within the landscape of higher education. Colleges need to re-examine how they serve and support students in transition in a manner that promotes persistence towards achieving a degree. Both Schlossberg's Transition Theory and Tinto's Model of Student Integration were applied to develop a theoretical framework for this study. Semi-structured interviews were conducted with eight lateral transfer students who commute to college at a regional, comprehensive public institution in New York State. A qualitative research method using interpretative phenomenological analysis was applied to analyze and interpret how students made meaning of their own lived experience. Several themes and subthemes emerged around the rationale to transfer, navigating the transfer journey, adjustment in a new environment, and personal growth and development. An assessment of the themes in correlation to the research question, extant literature, and theoretical framework produced five key findings: (1) the lateral transfer decision-making process is complex; (2) the differentiation between institutional fit and belonging; (3) selecting a lateral transfer institution was practical; (4) the emotional rollercoaster of being a lateral transfer student; (5) lateral transfer students expect increased social engagement. Recommendations to normalize and serve a growing sub-population of the college transfer community are discussed. [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.]