There remains a great deal of research to do on improving the transfer experience for students transitioning from two-year colleges to four-year colleges. In this paper, we describe data collected from interviewing current students at a large Midwestern research university who are members of a cohort program which will be adapted for transfer students to join. This cohort program is designed to give students – intending to major in the natural sciences, and predominantly from underrepresented backgrounds – support in academics, research experiences, and the social experience of integrating into the university. The interview protocol elicited discussion of these students' self-efficacy to complete their science degrees, navigate the academic requirements, and continue in their chosen life paths, specifically drawing out mastery, vicarious learning, and social persuasion experiences. We will discuss how student experience in the cohort program may support developing self-efficacy in the transfer process.