Faculty often play a key role in vertical transfer (student transfer from community college associate- degree programs to bachelor's-degree programs), including preparing students academically, advising them, and evaluating their transfer credits. However, faculty's knowledge and views about transfer have received little formal study. The current research surveyed the transfer knowledge and views of almost 4,000 faculty at the 20 community and bachelor's colleges of The City University of New York. Using a conceptual lens of transfer as a strategic action field, the research examined the relationships between faculty's characteristics and transfer views. Across both associate- and bachelor's-college sectors, faculty evinced limited knowledge about transfer but tended to state that their sector should make credit transfer decisions. However, the two sectors' views often differed. For example, faculty at bachelor's colleges were more likely to state that transfer students should retake their associate courses, and that difference was larger when comparing community college faculty with faculty at the most selective bachelor's colleges. The findings suggest specific actions that can be taken to facilitate vertical transfer, including providing faculty with more transfer information and meliorating the impact of differing sectors' views. Facilitating vertical transfer is essential for ensuring higher education equity and social mobility. [Note: The volume and issue number (v4 n4) shown on the PDF is incorrect. The correct volume and issue number is v5 n1.]