The American higher education industry is undergoing severe changes, including financial exigency, decreased state/federal assistance, and increased tuition. While the former changes are relatively apparent, one other change deserves more attention -- the growth of adult learners, specifically females. The seeming lackluster response by institutions of higher learning (IHL) in addressing concerns revolving around this growing student population comes perhaps from a lack of understanding of this special population's needs. While studies examine adult learners and their challenges, few focus specifically on women. As women now outnumber men on college campuses, this author wishes to illuminate strategies to assist this particular demographic. Two main research questions form the basis of this study: what were the transfer experiences of the study group? and, how could those experiences be curated into strategies to assist them going forward? The underlying theoretical framework of Schlossberg's Transition Theory guided this study and was used to develop questions for the study instruments. A qualitative approach with a questionnaire and a one-on-one semi-structured interview utilized an a posteriori system, whereby identified codes revealed emerging themes. The target population, recruited by email, was female students aged 24 or older who had transferred from a two-year to a regional, public four-year institution. Thirty individuals completed the questionnaire portion of the study, of which fifteen went on to participate in the interview. The key findings of this all-female study aligned with the few existing studies of adult learners in that factors such as institutional barriers, finances, and social connection played prominent roles in their transfer experiences. One factor not noted in previous studies was the importance of self-care, predominately mental health. However, this may have been associated somewhat with the ongoing COVID-19 pandemic. The general observations and recommendations/strategies formed from female transfer lived experiences are offered here to all institutions of higher learning that have a vested interest in ensuring that "all" students thrive and persist. While basic, these strategies address the needs and challenges of female-specific adult learners. [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.]