The transfer function is one of the defining missions of community college systems, and it is of great importance to understand the experiences of the students who are or have been on the transfer path. Along these lines, it is essential for both sending and receiving institutions to know how their efforts to assist students with the transfer process are being perceived, and to understand what elements of the collegiate experience are effectively aiding the transfer student population. This article examines some effective ways in which the campus climate and transfer student learning experiences have been investigated, and introduces a new tool for assessment in this area based upon promising research that would provide institutions with actionable results with which to help increase degree attainment.