Adult learners require supports and services to help them successfully transition into taking on the demands and expectations of college students. Transition programs have grown in popularity as a means to aid adult learners as they transition to higher education. Unfortunately, previous research on adult learner participation in transition programs is limited in its scope and depth. There is a need to understand how to develop transition programs to best support adult learners. Drawing on interviews and observation, this narrative study investigates program details about the funding structure, reporting measures, and development of the researched transition program. I identify fundamental elements for effective transition program design that align with adult education and transition theory. This research also points to the importance of connecting adult learners to institutions to give them a sense of mattering to the university.