Recognizing that collegiate transfer occurs for over one third of all students pursuing a postsecondary education, this study considered how college choice was experienced among students who transferred from 4-year to 4-year institutions. Eight students from two different institutions participated in semi-structured interviews providing insight into how they navigated the collegiate transfer process. Use of the qualitative research methodology of phenomenology resulted in the inclusion and consideration of individual context, inductive inquiry, and making meaning in data collection. Several themes emerged during analysis and synthesis and included reasons to transfer, resources for transfer, and roadblocks to transfer. Findings also aligned the collegiate transfer college choice process with existing college choice models, requiring the additional consideration of college choice as a continual, instead of a one-time, phenomenon.