Many states have enacted policies to increase accountability for 2- to 4-year institutions in an effort to increase degree completion (Sponsler, Pingel, & Anderson, 2015). Reform initiatives, including Guided Pathways (Bailey, Jaggers, & Jenkins, 2015), have developed mechanisms for 2-year students to have structured, sequential course maps that promote degree completion. Additionally, while 81.4% of community college students intend to complete a baccalaureate degree or higher, only 5.9% of those students received a baccalaureate degree and 13.1% received an associate's degree within 5 years (NCES, 2011). In transitioning to the receiving institution, negative institutional perception, time with advisors, self-confidence, and first-semester grade point average (GPA) all impact a transfer student's ability to successfully adjust to the campus (Laanan, 2007). This article describes how Guided Pathways can extend beyond the borders of community colleges by informing transfer orientation practices at 4-year institutions.