This paper presents two mixed-methods studies that explored sense of connectedness and the collegiate support network of transfer students at predominantly commuter institutions of higher education. Findings are relevant for student affairs practitioners and administrators at four-year, heavily commuter campuses and community colleges. The first study, a needs assessment, aimed to understand the experience of transfer students at a regional, four-year, commuter university. Interviews with campus administrators identified transfer student retention factors within the themes of student dependent, campus dependent, and jointly dependent. The student survey revealed no statistically significant differences between FTIAC and transfer students on connectedness or perceived support from parents/family, statistically significantly higher levels of perceived peer support among FTIAC students, and statistically significantly higher perceived faculty/staff support among transfer students. The findings, in part, did not align with the extant literature and warranted further inquiry. A follow-up study sought to understand if students’ perceptions of connectedness and support at predominantly commuter campuses might align more with community college students. The follow-up study was conducted at two four-year universities and a community college. Qualitative interviews and focus groups sought to understand how pre-transfer expectations of a four-year university experience compared to actual experiences of transfer students at a predominantly commuter institution. The study also sought to compare the experiences of community college to students at four-year, heavily commuter campuses. The study found no statistically significant differences on connectedness, parent/family support, faculty/staff support, or peer support when comparing community college students to the transfer students. Post hoc analyses evaluated differences based on student living arrangements and involvement yielding insights and implications for practitioners. Reassurance of worth, particularly from faculty/staff and parents/family had the greatest effect on students’ sense of connectedness
