This qualitative study explored what support community college transfer students relied upon while transitioning to a 4-year university. Investigators examined experiences of 12 full-time degree-seeking students who previously attended a community college. Data included a series of three individual interviews with participants and reflective journals completed by six participants. Two primary agents of support were identified: academic advising and personal support. Participants emphasized active and implied support needs, types, and functions throughout the entire process. By understanding community college transfer students' needs, institutions (agent networks of support) can equip advisors and institutional staff (agents) with the information and resources (functions) that will assist students with a positive transition. We offer implications for advising training and opportunities for collaborative institutional partnerships.