Abstract:Transfer students are a significant and growing population on campuses across the US. However, little is known about students' perceptions of themselves as transfers and how these may be informed by their experiences. In this study, we used an in-depth qualitative case study approach and the intersectional model of multiple dimensions of identity to explore transfer student identity. Drawing from interviews with 52 transfers at two selective four-year institutions in Texas, we discovered that transfer carried multiple meanings and, for many students, identities beyond transfer had greater salience during and impact on their transition to campus.