This presentation summarizes findings from a Maryland case study of policies and practices affecting the transition of students from high school to college. A particular focus is the role of a formal, high-profile statewide K-16 structure, the Maryland K-16 Partnership for Teaching and Learning, in promoting policies and practices that help improve the transition for all students. The Maryland case study is one of six studies being conducted as part of "The Bridge Project: Strengthening K-16 Transition Policies." An underlying assumption was that a lack of consistency in curricular content and academic expectations between the K-12 system and higher education, coupled with a lack of communication between these two sectors, causes many problems in the transition to college. This discussion highlights phase 1 of the Bridge Project, which focuses on freshman admissions and initial course placement. The second part of the discussion presents initial findings from phase 2 for Maryland. Forty-one key people associated with the University of Maryland at College Park and Towson University were interviewed for phase 1. Findings of the phase 1 study suggest that Maryland students generally have reasonable access to its 4-year public institutions, although placement and remediation continue to be a concern. The study also revealed strengths and weaknesses of the K-16 Partnership. The phase 2 study used survey responses from 232 9th and 11th graders at 4 high schools. Preliminary findings from this study show confusion on the part of Maryland high school students about requirements and placement in Maryland's 4-year public colleges. (Contains 72 references.) (SLD)