The purpose of this study was to understand the perceptions of academic advising held by junior and senior transfer students who have declared a major within the STEM programs at a small, highly selective, public institution in the Mid-Atlantic Region. A phenomenological case study of Small University was utilized to understand the perception and socially constructed reality and knowledge that vertical and lateral transfer students build through interactions with a faculty academic advisor. Interviews were conducted with a diverse population of 20 junior and senior transfer students who have declared their major in one of the eight STEM departments at Small University. Overall, students experienced difficulties once on campus in terms of navigating the institution and obtaining the courses needed in a timely manner. The majority of participants did not work closely with their advisor and therefore needed to find supports and resources on their own. Modification of faculty advising away from a prescriptive model towards a developmental or proactive model may serve to prevent negative outcomes for transfer students during the transition into a new institution
