A study of more than 3,000 faculty at City University of New York two- and four-year campuses found significant gaps in faculty awareness of transfer student outcomes and institutional transfer policies. Researchers concluded that faculty identity and institutional role influence perceptions, which can undermine coordinated support for transfer pathways. The paper recommends clearer communication, faculty development and data-sharing practices to close awareness gaps that impede transfer success. University leaders and transfer program directors say aligning faculty knowledge with institutional transfer metrics is critical to improving degree completion for students moving between two- and four-year colleges.