While numerous studies have shown evidence of higher completion frequencies for first-time freshmen who participate in four-year honors programs, research has yet to reveal how honors programs might impact outcomes for transfer students. Based on ex post facto data collected on transfer student graduation percentages at a large public university in Tennessee, the purpose of this non-experimental, quantitative, comparative study was to investigate if transfer student honors participation has an association with graduation frequency. Chi-square analyses were performed to investigate the association among graduation frequency, honors participation, and the number of honors credits earned. The findings indicate that the association between honors participation and graduation frequency was statistically significant for similarly abled transfer students. The number of attempted honors credits, however, was found to have no significant association. The study calls for more institutional support and an increased focus on integrating transfer students into honors programs.