The purpose of this single, intrinsic, evaluative case study was to examine the problem of nontraditional transfer student completion at a private, religious-based, doctoral degree-granting, moderate research university in North Carolina. The following research questions guided the study: (a) How do institutional policies, procedures, and practices encountered during the process of admission and first term of enrollment at a four-year university support completion of nontraditional transfer students? and (b) How do institutional policies, procedures, and practices encountered during the process of admission and first term of enrollment at a four-year university inhibit completion of nontraditional transfer students? Trust University had experienced a decline in completion rates of the nontraditional transfer students enrolled in its bachelor's degree completion program. The low completion rates were a problem of practice that required further study. The focus of the intrinsic case study was to evaluate policies, procedures, and practices that influence nontraditional transfer student completion of a bachelor's degree and ways the institution can enact supportive policies, procedures, and practices to reduce or eliminate barriers to nontraditional transfer student completion. Data were collected utilizing interviews, observations, and document analysis. Three groups of interviews were conducted: (a) students, (b) admissions staff, and (c) administrative staff. Two observations were conducted: (a) transfer fair and (b) classroom presentation. Observation data were recorded utilizing an observation protocol (see Appendix H). Documents analyzed included: (a) catalog, (b) website, (c) recruiting materials, and (d) historical documents (see Appendix Q). Interview data analysis was conducted through evaluation coding. Observation and document data analyses were conducted through direct interpretation to triangulate with interview data. Data were presented as descriptions of positive and negative responses, suggestions for improvements, recommendations, and additional interpretations. Data analysis revealed common improvements needed for recruiting and admissions policies, procedures, and practices categorized as: (a) communication and (b) transfer credit. Common improvements needed for the first-term experience included redesigning orientation to meet the immediate needs of new degree completion program students and creating a credit-bearing course to meet longer term needs of new degree completion program students. Data revealed several ways in which Trust University supported nontraditional transfer student completion, demonstrated primarily by success coaches (advisors). Data revealed several ways in which the university inhibited completion including specific transfer credit information not being communicated early enough in the admissions process, cost and financial aid structure issues, and curricula designed by personnel whose priorities were not the same as students or employers in the field were inhibitive to completion. Several conclusions were drawn from the study. Trust University will need to restructure financial assistance to demonstrate that nontraditional transfer students are a priority of the institution. Academic departments should reexamine current degree completion programs and evaluate the curricula with current employment and market demands. The university should research why distance students underutilize current support services. Providing support services that are designed and delivered specifically for distance students is a primary demonstration of commitment to nontraditional transfer student completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]