Previous research on student transfer has primarily focused on the student experience. A number of studies have explored student understanding of and satisfaction with the credit transfer process, but the same rigor has not been expended to explore the institutional perspective on credit transfer. The purpose of this study is to understand the reasons institutions undertake the development of articulation agreements, and the type of criteria that the faculty members and administrators involved in their development believe should be included in the documentation of those agreements. In addition, institutional policies and procedures related to the monitoring of articulation agreements were examined to determine how agreements are kept current and how they are monitored for markers of student success such as retention and graduation. The goal of this study was to see where commonalities existed in these processes across institutions to identify best practices for developing and maintaining effective articulation agreements. Data analyses were conducted based on a content analysis of the articulation agreements available at each of the institutional pairs, an analysis of themes present in a series of semi-structured interviews, and student transfer data provided by each of the participating universities.