As the enrollment cliff of 2025 looms closer, colleges and universities are compelled to explore alternative student populations to counteract the substantial decline in traditional-age college students. Transfer students emerge as a promising demographic to help sustain enrollment numbers and financial stability for colleges and universities. However, while attracting transfer students is crucial, it's equally important to recognize and address the barriers hindering their academic success and progress toward graduation. This quantitative study delves into the correlation between various independent variables--including transfer shock, residence on campus, transfer type, and gender--and key indicators of student success, such as GPA, retention, and degree completion. Drawing on data from five cohorts of transfer students at a private, four-year university in Tennessee, the study employs statistical analyses to unveil significant associations and patterns. The findings unveil a clear link between on-campus residency, transfer type, gender, and the success of transfer students, shedding light on factors shaping their academic journey and retention rates. Moreover, the study highlights areas for improvement identified through descriptive statistics, aligning with the institutional mission of the university and aiming to bolster transfer student enrollment. This study underscores the importance of institutional support mechanisms, such as dedicated advising services, tailored orientation programs, and targeted academic interventions, in fostering the success of transfer students. By leveraging data-driven insights and employing evidence-based strategies, colleges and universities can enhance their recruitment efforts and effectively support the academic progression and graduation of transfer students. [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.]