This qualitative study delved into the student experience of Latinx STEM community college students who had successfully transferred to a four-year university. The research examined counselors' roles in their transfer and how counselors validated students' experiences. Using the institutional agent framework, this study used semi-structured interviews with 12 students to explore their transfer experiences. The thematic analysis identified three roles that counselors played that were pivotal to successful transfer: bridging agent, knowledge agent, and integrating agent. While counselors played the role of resource agents and connected students with invaluable resources during the application process, there was a significant lack of resources beyond acceptance into the university. Findings showed that students desired more intrusive counseling beyond transactional interactions and identified a lack of resources post-admission to the university. This underscores the urgent need for more resources to support Latinx STEM students. Furthermore, there was a perceived lack of validation of students' experiences by both counseling faculty and institutions. Implications from this study include counselors needing to adopt more intrusive counseling approaches, provide post-admission resources, find ways to empower students as institutional agents, validate students' experiences, and incorporate families into the institution and support network. By recognizing and reframing students' backgrounds as assets, counselors can empower Latinx STEM students to navigate challenges effectively and achieve their academic goals. [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.]