Transfer students comprise about ten percent of the student population in the College of Arts and Sciences (CAS) at the University of Delaware. This research presents findings from a mixed methods study investigating the transition experiences of transfer students in the college. Demographic data were gathered on CAS transfer students admitted to UD from fall 2007-spring 2010. In addition, students enrolled for courses in spring 2011 were sent an online survey and respondents (n = 186) answered questions about their experiences at their previous institution(s), as well as their experiences as they transitioned to UD. A subset of the survey respondents (n = 10) participated in individual interviews to gather more in depth information about their transition. The following questions guided the study: 1) What is the demographic make-up of CAS transfer students; 2) Do CAS transfer students experience difficulty as they transition to the University of Delaware; 3) From the students' perspective, what barriers existed that negatively affected their transition; and 4) From the students' perspective, what helped ease their transition? The study sought to identify the characteristics of CAS transfer students and identify what barriers impeded transition and what services/programs aided transition in an effort to improve services, programs, and practices for this population. The findings indicated that CAS transfer students do have difficulty transitioning to UD when measured by students' self-report and the drop in grade point average from the sending institution to the first semester at UD (transfer shock). Students identified a number of barriers to successful transition, many of which centered on academics including difficulties with transfer credit evaluation and applicability to their degree program, not knowing where to go for academic help, larger and more difficult classes than they were used to, and being admitted close to the start of the semester. Additionally, students indicated that difficulty making friends also had a negative impact. The items that students identified as aiding their transition were mostly social in nature, including making friends, talking with friends and family from home, getting involved on campus, living on campus, and talking with teachers and advisors. The findings also suggest that certain subgroups of the sample were more likely to be impacted by certain items. Recommendations for improving transition experiences included the creation of a Transfer Student Center, implementation of a Transfer Student seminar, automating the transfer credit evaluation process, and requiring transfer students to live on campus in their first semester at UD. [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.]