With support from the California Community Colleges Chancellor's Office (CCCCO), Educational Services Division, the Research and Planning Group (RP Group) conducted a mixed-methods analysis of noncredit English Language Learners' (ELL) transition to credit courses, such as transfer-level English (TLE), to inform the work of a statewide committee to provide guidance for colleges on effective placement practices and curricular considerations for English as a Second Language (ESL) programs. The report summarizes findings from a mixed-methods analysis conducted to examine the utility of Comprehensive Adult Student Assessment Systems (CASAS) data to inform placement and identify districts with high rates of students transitioning to credit courses; then conducted interviews with 10 California Community College (CCC) districts showing high transition and throughput rates to identify similar features of a successful program. Results revealed a limited value on the utility of CASAS scores for predicting transition into a TLE for noncredit students due to a low percentage of Adult Education (AE) students achieving throughput at the two institutions with test score data. Based on the findings, the RP Group identified three areas of opportunities for community colleges: (1) Adult education consortia and community colleges should work collaboratively to create clear noncredit to credit pathways across ESL and English sequences; (2) Community colleges should consider more explicit integration of their noncredit and credit curriculum to ensure a seamless transition for students; and (3) Community colleges should consider contextualizing ESL curriculum to meet the needs of students.