Objective: Although most community college students intend to transfer to a 4-year college, few ultimately do. We sought to assess how student experiences of the Exploring Transfer (ET) program influenced transfer rates. The ET program was offered by a private, 4-year liberal arts college. Methods: We used data from a cross-sectional survey of students who completed the ET program between 2008 and 2021 and could be reached by email (87% or N = 318 had valid email addresses). We collected data on sociodemographic characteristics, educational outcomes, and perceptions of the value of ET, as well as an open-ended item asking respondents how ET influenced their subsequent educational, employment, and life trajectory. We employed logistic regression to explore factors associated with 4-year completion rates. We used the constant comparative method to identify recurrent themes from the open-ended responses. Results: About 70% of the respondents (N = 146, response rate of 46%) had completed their baccalaureate degree, and an additional 15% were either currently enrolled or accepted and planning to enroll in 4-year college. We found most graduates strongly valued their experience, and students of color were more likely to have completed their 4-year degree. Emergent themes pertained to instrumental and logistical support, critical thinking and writing skills, and psychosocial factors that enabled subsequent 4-year degree completion. Conclusion: Four-year degree completion rates were substantial among ET graduates. Scaling up the use of ET-like programs in additional institutions--perhaps as part of a national strategy to increase community college student transfer rates--could help students realize the benefits of a 4-year degree.