A growing body of literature is demonstrating that a number of students who are academically prepared for postsecondary fail to make the transition to college. The purpose of this study is to explore the relative influence of student and school level factors on three stages in students' college-going process: application, admission, and matriculation. The results find some evidence of racial and socioeconomic disparities at each stage, but more important appears to be the influence of schools on student outcomes. The results call for a closer examination of how schools influence postsecondary aspirations and students' transition to college.