This project investigates the motivations of Ontario students who chose to undertake a college-to-university (CTU) postsecondary pathway and to better understand whether there are links between secondary school course selection and why and how students access CTU transfer pathways. Prior research has shown that Ontario university applicants with a previous college credential are more likely than their direct-entry counterparts to be Black, have a disability, come from a single-income or low-income household, and be the first person in their family to attend postsecondary education. Many of these same groups of students are disproportionately streamed into non-academic pathways in Grades 9 and 10 in Ontario. Through a survey of 300 CTU transfer students and semi-structured interviews with select transfer students, this report takes a deeper look at the experiences of these students and whether their postsecondary decisions were adapted in response to their prior experiences in the education system.