Many students who begin their education at a community college intend to earn a four-year degree. Yet Engle and Tinto (2008) conclude that "only 5 percent of low-income, first-generation students who started their education at community colleges had acquired bachelor's degrees within six years." For too long, universities have seen transfer as a community college issue; instead, universities must own and improve the post-transfer experience. While a growing body of research examines the community college experience (Wang 2009), there is less research examining four-year institutional practices that support or discourage transfer student attainment, particularly by minority students and at minority-serving institutions (Pérez and Ceja 2010). This case study examines experiences of transfer students from urban, minority-serving institutions after transitioning from community college to university. Research findings reveal institutional practices that supported student success and others that undermined retention and progress.