There are a variety of important policy issues concerning the movement of students among higher education institutions. This report is concerned with the transfer student's capability to succeed at the new institution. In encouraging flexible movement of students among institutions, one must find equitable ways to maintain standards. The grade-point average is too much of a differential to be the only factor in deciding a student's ability to transfer. The emphasis of this paper is on the fact that there are different ways to approach the problem of transfer standards and that various mechanisms may be appropriate for various institutions and for different types of transfer students. Four general mechanisms are described to monitor the movement of transfer students in ways that are reasonable from the standpoint of the student, the institution, and the public. They are: adjusted grade, standardized examinations, competency standards, and accreditation. The author then articulates the varieties of transfer: articulated vertical transfer, traditional horizontal transfer, nontraditional transfer, reverse transfer, open-door transfer, double reverse transfer, and vocational transfer. The conclusion suggests the need for exemplary program models concerning transfer students. (Author/PG)