This study examined a linkage program between a secondary school and a community college in Ontario, Canada. The study sought to identify (a) appropriate success criteria to evaluate a high school-community college program and (b) the attributes that promote or ensure a program's sustainability. Though initially successful, the investigated program was not sustained; reasons for its demise provide important information for the structure of high school-community college initiatives. This study has several implications for practice. First, the power of grassroots initiatives to respond to identified local issues is critical. Second, the mere existence of an articulation agreement is insufficient to ensure success. Third, the onus is on the sending institution in any transfer program to ensure that students are prepared, confident, and motivated to take the next step in their educational journeys. Finally, it is important to have a larger focus beyond the transfer program, with alignment of curricula, student learning goals, and institutional strategic goals (Hope, 2016) as well as identification of best practices for transfer programs (Montague, 2012). [This article appears in the v32 Jun 2017 issue of the journal, an editorial error sites v31 Jun 2017.]