Institutional and survey data of community college transfer students in Missouri was used to determine if grade transfer shock (GTS) was related to student outcomes and whether demographic, institutional, and traditional counseling services were associated with GTS. GTS was found to be negatively related to student outcome measures at the four-year institutional level. Variables associated with GTS included: the academic challenge of two-year and four-year institutions, student age, developmental coursework, student financial aid, and first semester credits at the four-year institution. Students' use of traditional transfer services was not found to be related to GTS. The study's primary recommendation is that alternative and more proactive transfer counseling strategies be experimentally implemented to determine if they can reduce the incidences of GTS. (Contains 5 tables.)