In 1991, a national survey was conducted of transfer practices at both two- and four-year institutions. The survey was sent for the second time to two-year public and private institutions (n=1,350), and for the first time to four-year institutions (n=1,950). The two-year college response rate was 39% in 1990 and 31% in 1991, while the response rate for four-year institutions was 32%. Transfer practices prevalent in both the 1990 and 1991 two-year college responses were written articulation agreements, transfer counselors, and course equivalency guides. In the 1991 survey, other strategies cited to help students transfer included an articulated core curriculum, guaranteed admissions to four-year institutions, transfer centers, and computerized course transfer information services. In general, four-year institutions relied on fewer academic and student service practices to support the transfer process than their two-year counterparts. The two main practices employed by four-year institutions were transfer counselors/advisors and written articulation agreements. Four-year institutions were far less likely than two-year colleges to involve faculty in academic practices such as two-year/four-year departmental collaboration (30% vs. 49%), two-year/four-year faculty collaboration (18% vs. 36%), and joint degree programs (16% vs 24%). To obtain information about their former students, two-year colleges employed a variety of direct and indirect approaches, including surveys of graduates (72%), feedback from receiving institutions (70%), and reports from in-state four-year institutions (56%). Four-year institutions typically used data from the registrar and other offices (73%) and the number of transcripts received (50%) to obtain information about transfer students. (JMC)