A discussion is presented of Hispanic community college students and the prospects and problems related to their transfer to four-year institutions and progress toward the baccalaureate degree. First, the question of Hispanic student transfer rates is placed in the context of community college enrollment/transfer patterns in general and Hispanic participation rates at all levels of education. Data are provided reflecting the overall deemphasis of the transfer function in community colleges, the differential progress of Anglo and Hispanic students throughout the educational system, the participation rates of Hispanic students in community college education, and community college graduation rates. In addition, flaws and gaps in the data on transfer and student success are highlighted. Then, problems of and barriers to transfer to four-year institutions by Hispanic students are presented, with focus on the characteristics of community college which mitigate successful transfer for all student groups (e.g., lower funding levels, inadequate communication with students regarding transfer, inability to elicit strong student commitment to and involvement with the college, insufficiently demanding academic standards, articulation problems, and underprepared students). Next, improvements in the situation of minority students in the community colleges are discussed, including affirmative action rules, increased interest by philanthropic foundations in minority students, and college-level minority-oriented programs. Finally, ways of improving the transfer process are suggested, including better articulation with universities, stronger remediation and counseling services, and special activities for Hispanic students. (HB)