Six college students, who were career and technical education (CTE) transfer students in the state of Nevada, were interviewed Spring Semester of 2009. The study used a hermeneutic phenomenology framework as the method to identify those predisposition variables that heavily influenced the students in their decision to transfer to a senior four-year institution. Some of the findings aligned with previous research on CTE student transfer motivation. However, a significant finding highlighted that CTE students are often motivated to complete a college degree because of their background, as opposed to their background acting as a hindrance to completion. Several suggestions for research and practice are offered at the conclusion of the article.