Objective: This study examined the critical race pedagogy of the Summer Transfer Enrichment Program (STEP) over a 5-year span and how the curriculum and supplemental academic programming aided in the development of a positive transfer identity for its participants. Method: A mixed method convergent parallel design approach was used to collect quantitative and qualitative data in the forms of surveys and focus groups. Fifty-six students, the majority Latinx, responded to the survey along with 22 students in focus groups. Data were analyzed through descriptive statistics and a reiterative thematic coding process. Results: Students shared how their summer courses and additional workshops and speakers reflected critical race pedagogy, how they experienced racial isolation and discrimination once they transferred to a 4-year campus, and ultimately how they built a strong sense of transfer pride. Conclusion: Based on the study's findings, we encourage universities and colleges to build a more supportive transfer receptive culture that centralizes race and offers critical pedagogical spaces in its outreach efforts.