A new study of more than 3,000 faculty at CUNY two‑ and four‑year institutions finds that professors’ identities influence how they perceive transfer students’ outcomes and readiness. The research highlights gaps in faculty awareness of transfer processes and outcomes that can hinder institutional efforts to improve student mobility. Authors warn that misperceptions among faculty can translate into weaker advising, curriculum misalignment and lower success rates for transfer students — areas college leaders say require targeted training and structural reforms.