This study focuses on the role of gender in the meaning-making processes of transfer students and their selection and use of institutional and non-institutional resources during their transitions to a new university. Contrary to previous research that shows transfer students want to participate in similar types of transition resources that are provided to first-year students, these participants discussed that they wanted their previous collegiate experiences to be recognized and validated by their transfer institution. Findings indicate that expectations and experiences of the individual play a more significant role in the selection of resources than gender. Implications for future research point to studying the inclusion of transfer students in Greek Life activities.M.S.Ed.