This qualitative report examines a successful public university program funded by the Avon Foundation to provide scholarship and support services to non-traditional female community college transfer students. Female commuter transfer students often manage multiple roles of parent, student, and employee while attending college. This article identifies how academic and social integration occurs through the provision of scholarships, peer meeting, mentoring, early orientation to academic resources and counseling on personal and academic issues. The findings have implications for the design of university services that could enhance retention among this group of students. (Contains 1 figure.)