The transition from high school to college is never an easy process. New freedoms and new independence provides for an exciting first year. There is no debate as to the importance of starting college off well. However, juggling these new opportunities with increased academic rigor is not an easy process. Several authors have described the importance of peer relationships and participation in social networks as key to reducing some of the stress involved in the transition process. Employing a phenomenological method of analysis, this study investigated the composition of those social networks. Having an increased understanding of who comprises these groups provides higher education administrators with more opportunities to alleviate transition difficulty. This study combines interviews and observations, conducted in various campus locations, to identify potential phenomena within these student relationships. Unique occurrences are presented in text, as well as graphic representation when possible. (Contains 2 graphs and 1 table.)