The purpose of this dissertation was to identify and understand the factors that contribute to the degree completion of African American transfer students at a traditionally White institution. Through qualitative methods and a case study design, the current study provides an examination of the educational journey of thirteen, African American recent college graduates. Using semi-structured individual interviews, data from the participants were collected, transcribed, and analyzed drawing from several major theoretical perspectives on college student persistence. Variables examined included interactions with faculty and with peers, racial experiences on campus, and support services offered to transfer students by the institution. Findings indicated that African American transfer students identified strong support networks, confidence in their ability to learn, intrinsic motivation and having clear educational goals as factors which contributed to their degree completion at a traditionally White institution. Implications for campus policies and practices, as well as recommendations for future research are presented.