Historically, the most common type of transfer student was described as traditional; they enrolled in a community college, earned an associate's degree, and transitioned to a four-year institution for degree completion. The highest degree of departure from one institution to the next occurs within the second year of enrollment (Hossler, et al. 2012; Noel-Levitz 2013). Most recently, however, transfer students have exercised nontraditional mobility behaviors moving back and forth and in and out of various types of institutions. This study explored whether student transfer swirl and the number of previously earned credit hours impacts transfer students' likelihood to earn a bachelor's degree. Using logistic regression models, archival data was analyzed from 5,742 transfer student records. Suggestions and implications for enrollment management, academic advising, and student success are discussed.