This study examined transitional experiences of first-year college students who were homeschooled in high school. It sought to determine if experiences of such students corresponded with Tinto's (1988, 1993) theory of student departure. The qualitative study found that there was little distinction between the transitional experiences of homeschooled students and traditionally educated students. During their first year of college, students experienced transitional issues such as loneliness, meeting others with different values, and dealing with greater independence. Academic and student support services, such as orientation, resident assistants, and campus programming, were influential institutional interventions in their transition to college.