Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of first-year transfer students at a large mid-Atlantic university. Independent variables examined were academic self-efficacy, career self-efficacy, and sense of belonging/social integration. Transfer student success was assessed through academic performance, psychological functioning, and career functioning. Using canonical correlation, two patterns of associations were found to explain transfer student functioning in a new institution. Implications of these two patterns of associations are discussed.