The Research to Practice (RTP) column in "The Journal of Continuing Higher Education" has recently focused on evaluation methods that continuing education (CE) units can utilize, reports on surveys of CE practitioners, and recommendations for research on dynamics that impact CE programs and the students enrolling in them. In this article, the author focuses on the issue of credit transfer for adult learners as a national phenomenon. For the purposes of RTP, he is primarily concerned with providing researchers and practitioners in CE a framework for understanding a handful of methodological concerns that seemingly impact most researchers who study student transfer. After considering the role of community colleges and articulation in advancing access and attainment for adult learners, he also introduces indicators of success and best practices for college transfer for adult learners. He provides recommendations for researchers and practitioners interested in further inquiry regarding the college transfer process, then finally addresses the various issues associated with measuring the effectiveness of college transfer for adult learners. Throughout, he highlights the datasets that are most widely used in studying the phenomenon of college transfer for non-traditional students.