Student mobility and transfer between two-year and four-year institutions are critical issues when considering student success and degree completion. College and university administrators continually work to identify opportunities that align policy and practice with accreditation standards in an effort to facilitate self-study initiatives and meet requirements associated with national measures and expectations. To contribute to research about student mobility and transfer related to accreditation, this article considers two accrediting bodies and their potential in supporting student mobility and transfer. Findings identify several differences among institutional criteria highlighting a stark contrast between two accrediting bodies, North Central Association's Higher Learning Commission (HLC) and Middle States' Commission on Higher Education accreditation policies and practices. Through a comparison case study of mobility and student transfer data, findings highlight value in acknowledging the importance of facilitating mobility and student transfer in accreditation policies and practices. Findings should be considered for informational purposes and additional study is recommended for exploring implications for policy and practice.