This study models reverse transfer, lateral transfer, and college withdrawal behavior for a national sample of students who began college at bachelor's granting institutions. Descriptive data illustrate statistical differences in the characteristics, habitus, early college experiences and supports, and institutional characteristics of students who do not transfer when compared to students who reverse transfer, laterally transfer, or drop out before the third year of college. Additionally, multi-level regression findings advance theoretical understanding of the ways in which predictors of reverse transfer, lateral transfer, and withdrawal from bachelor's granting institutions are both similar and different. Implications for research, theory, and practice are offered.