In a joint venture between the University of Arizona (UA) and the Pima County Community College District (PCCCD), the Partnership to Aid and Retain Transfer Students (PARTS) was designed and implemented to aid minority PCCCD students planning to transfer to UA. Specifically, the program sought to create faculty professional development activities across the curriculum, to increase transfer-student academic achievement by increasing student/faculty interaction, and to create a culturally sensitive academic environment. In Phase I and Phase II of PARTS, 68 students, 6 faculty members and 2 peer advisors participated. Faculty members conducted workshops and acted as mentors, while peer advisors held weekly meetings to discuss transfer topics. The program employed various instructional techniques, including the use of minority role models from the community, cooperative learning, student learning styles training, student self-esteem building, and classroom analogies relevant for minority students. To assess program impact, pre- and post-evaluation questionnaires were administered to the 32 Phase II students. Results, based on responses from half of the students, indicated the following: (1) 87% indicated that they felt more confident after PARTS; (2) 81% expressed a decreased apprehension regarding transfer; (3) 73% indicated that they received adequate feedback from mentors; (4) 94% felt more confident about being assertive in getting needed academic information; and (5) 81% felt the program should be open to everyone. Includes data tables and questionnaires. (KP)