This chapter reviews a four-year university's role in developing and implementing a transfer-receptive culture. In particular, it focuses on the first element of a transfer-receptive culture by highlighting a series of visits by the chancellor of the University of California, Los Angeles, to community colleges within California. Strengthening a four-year university's commitment to transfer can be a monumental undertaking that requires support and collaboration across the campus. While trying to develop this culture, it is important to remember that all five elements of building a transfer-receptive culture should be present and harmonious (Jain et al., 2011). The five elements of a transfer-receptive culture are built on the foundation of critical race theory, which allows institutions and educators to center race and racism when considering the experiences of nontraditional, first-generation, low-income, and/or under-represented students who make the transition from the community college to the university. The first two elements--establishing the transfer of students as a high institutional priority and providing outreach and resources to meet the specific needs of transfer students--are focused on students prior to their admission. The third and fourth elements--offering transfer-specific scholarships and academic support, and centering the lived experiences of students to honor family and community--are critical when students gain admission and enroll at the university. The last element--providing a framework to assess, evaluate, and enhance the transfer-receptive programs provided at the institution--is critical to the success of any initiative. This ensures that the efforts made to develop this culture are reviewed and changed as necessary.