Studies show that community colleges with more liberal arts courses have higher rates of transfer to four-year institutions than those with a less general curriculum. This paper surveys the research conducted on the community college collegiate function in order determine the influence of the liberal arts curriculum and student support services on student transfer and baccalaureate attainment. The liberal arts curriculum aids student transfer by contributing to academic preparation, which literature has deemed the most important factor in transfer success. Articulation agreements and faculty collaboration with four-year institutions are also integral aspects of transfer, along with student support services that provide information and counseling, periodic assessments, and efforts to increase motivation. However, lack of time, money, and technological capacity may cause difficulties in sustaining the collegiate function in community colleges. In addition, inconsistent means of measuring transfer and collecting data between schools make transfer assessment difficult. One way of strengthening the role of community colleges in higher education is to measure the contribution the liberal arts curriculum makes to the transfer function in terms of student academic competencies. The role of transfer arrangements and faculty collaboration between two- and four-year colleges on the collegiate function should also be explored. Contains 38 references. (YKH)