In 1992, a study was conducted to examine the relationship between a number of organizational criteria and the community college transfer function. Using a case study approach, six California community colleges, with either above average or below average transfer rates, were assessed in terms of adaptive capacity; organizational culture and climate; governance processes; institutional communication, commitment, and focus; curriculum; activities to promote transfer; and social networks. Data were gathered from administrators, faculty, counselors, and students via questionnaires, interviews, analyses of reports, and site visits. Study findings included the following: (1) survey respondents at high-transfer colleges felt greater loyalty and commitment to their institutions than low-transfer colleges; (2) student services, such as retention programs and services for at-risk students, were given equal attention at high- and low-transfer colleges; (3) high-transfer colleges stressed liberal arts courses in their curricula, while low-transfer colleges stressed general education and vocational courses; (4) high-transfer colleges were significantly more likely to stress innovation in curricula and programs; (5) student outcomes were the result of institutional practices and staff commitment to improving transfer education; (6) institutional leadership was key in initiating and managing change within the college; and (7) participatory governance was central to building commitment among college staff and inspiring them to become involved in their institution. Appendixes provide related data tables and charts. (JMC)