This comparative case study describes and evaluates programs designed to assist students with the first year transition into postsecondary education. Rather than focusing on quantitative measures of student completion, retention, or graduation, this case study uses qualitative methods to examine the ways faculty incorporate principles of intellectual development into transition programs. Frequently, first year transition programs are primarily designed to orient students to college life or to improve study skills instead of explicitly promoting intellectual development. The qualitative methods used to evaluate the programs included interviews with administrators, faculty, and students, classroom observations, and assessment of pedagogical artifacts. The findings from this study can be utilized to improve transition programs to promote adult intellectual development. From the evaluation of two specific first year transition programs, recommendations are developed for any such program seeking to incorporate intellectual development principles into the curriculum, faculty training, or student experience. The recommendations provided are designed to foster intellectual development and thus help students learn how to think and how to acquire knowledge, not simply how to study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]