This study introduces students' perspectives into the knowledge base on community college teacher education and transfer to the four-year college. There is currently widespread agreement that community colleges are an essential resource for diversifying the teaching force and improving teacher retention. While data on enrollment, alignment, and credentialing abound; however, students' own accounts of the factors that enhance or obstruct their training and transfer are absent from the literature. This research presents the findings of an interview study conducted with 20 urban community college education majors who transferred to a four-year college within their public university system. As they emphasize what actually takes place inside the college classroom, these accounts are particularly pertinent to the work of teacher educators.