Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master's programs at universities are aware of the CCB graduates' intentions to enroll in their master's programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students' perceptions about their experiences. The study also examined how faculty from state universities in Florida perceived CCB degrees and responded to CCB graduates' aspirations to enroll in master's programs at their institutions. Data were gathered from 2019 interviews of CCB graduates, and faculty at public universities, and through document review. Four combined case findings emerged from the study. The first finding was that the main driver to pursue an educational pathway was the CCB graduates' aspirations to advance their career opportunities and for professional development. Second, the students' choices for completing a CCB degree were grounded on financial access. The third finding was about the issues with the CCB curriculum. A fourth finding was the perceived biases and actual biases related to CCB graduate's preparedness, perceptions of faculty teaching CCB programs, and academic rigor, along with biases in admissions to graduate programs. A fifth finding, which was unique to only one of the research sites (MPU), was about transparency in information that community/state colleges provide to students about the CCB curriculum, and how that informs the students' decisions. Findings have implications for policy makers, faculty, and administrators at community/state colleges and state universities in Florida, and beyond, as they explore partnerships to address these students' career and educational pathways. [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/en-US/products/dissertations/individuals.shtml.]