Transfer students face an array of difficulties upon entering colleges and universities. As a result, many institutions have begun creating learning communities in order to help transfer students integrate and cope with the changes that come with the transfer process associated with enrolling in college or university. This paper describes the development and examines the efficacy of learning communities for transfer students entering a university. This article presents descriptive, demographic, academic and social outcomes from data gathered from the participants in the Criminal Justice Learning Community (CJLC) at The University of North Carolina at Charlotte as well as those of non-participants over the same 10-year period. These data reveal that students who participate in learning communities have better academic outcomes--better overall grades and increased graduation rates--than their peers who did not participate in the CJLC.