This chapter addresses critical issues related to the transfer success of women and underrepresented minorities (URMs) in STEM disciplines and will highlight implications for fostering a successful transfer experience for these populations. For the purposes of this chapter, URMs is defined by the National Science Foundation to include African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders (NSF, 2012). Women and URMs in STEM disciplines are essential to the state of the U.S. workforce. The aforementioned populations, however, are faced with unique challenges with respect to their identification as a female, ethnic/racial minority, and as a transfer student. Understanding the challenges these populations face is essential in identifying ways to foster success. Articulation agreements, support systems, transfer partnerships, undergraduate research programs, faculty collaboration, and university visibility on a community college campus can positively impact the experiences of women and URMs in STEM disciplines. Providing opportunities for women and URMs to develop a STEM identity through STEM career seminars and workshops is also essential. These initiatives, however, will fall short without a mutual sense of responsibility and commitment by community colleges and universities for ensuring the transition and success of women and ethnic/racial minorities in STEM disciplines.