The academic progress of minority and nonminority community college transfer students toward baccalaureate degree completion was studied using term-by-term longitudinal files. The study sample consisted of 1,179 students entering community college in fall 1985 as first-time students and transferring to the university by 1991, and 990 students entering the university in 1985 as first-time students. Logistic regression analyses identified factors among sets of student-oriented, institution-oriented, enrollment-related, and transfer-related variables that had significant impacts on degree completion for the community college entering cohort. Cohort analyses indicated initial enrollment at the community college lessened the probability of graduating within a reasonable amount of time, particularly for minority students. The probability of degree completion for both minority and nonminority transfer students was enhanced by having a greater percentage of credits accepted, remaining in good academic standing at the university, enrolling full-time, and maintaining continuous enrollment. Findings from this study have implications for academic advising and counseling at the community college as well as admissions and competency policies for transfer students at the university. (Contains 67 references.) (SW)