To meet the demands of a growing knowledge economy, North Carolina must address a history of exclusion that has disproportionately impacted Black/African American, Hispanic/Latinx, and American Indian communities and individuals who earn low wages by intentionally creating conditions that develop talent within these communities. This report explores the demographics of students who transfer from North Carolina community colleges to public four-year institutions in the state and examines bachelor's degree completion rates among these same demographic groups. Results indicated that female students and both American Indian/Alaska Native and Black/African American students comprise larger percentages of community college students than they do transfer students. In contrast, students who receive Pell grants are represented at a higher percentage among transfer students than they are at community colleges. Results also indicated that both American Indian/Alaska Native and Black/African American students exhibit lower-than-average completion rates, suggesting that they enter a four-year environment that may not adequately support their success. Students who receive Pell funding also appear to be underserved at the four-year institution. This report highlights areas where public postsecondary institutions in North Carolina can improve to better-serve the educational aspirations of all students, but especially those from populations that have been historically excluded from educational opportunities.