Adult students add nuance to the understanding of transfer. Overwhelmingly, research on writing transfer assumes students move from grammar to high school to college to work in one uninterrupted progression. Yet, 40 percent of college students are older than twenty-four, and younger students increasingly work while attending college. These students move, often daily, between writing at work, at school, in communities, and at home. To ignore how writing in these other contexts influences how students write for school is to unnecessarily impoverish one's understanding of students, their writing development, and the possibilities for transfer. In response, this article reports upon a study of the writing processes of twenty-five adults who had recently returned to school to complete their bachelor's degrees. After reviewing research on transfer of writing knowledge, particularly by adult learners, the author provides an overview of her study and findings, followed by two case studies. She concludes by briefly considering the implications of this research for teaching writing. (Contains 1 table and 4 notes.)