While scholars have often focused on the role of K-12 schools and four-year colleges and universities in the production of future Black engineers, far less is known about the impact of community colleges in regard to their ability to support this underrepresented population. Understanding the role of community colleges is particularly important, given the large numbers of Black students that enroll in these schools prior to transitioning to four-year engineering programs. Furthermore, there is evidence to suggest that a substantial number of Black engineering students who start their postsecondary careers at community colleges may in fact be first-generation Americans from sub-Saharan African countries. This study will illuminate factors that are cited by diverse Black engineering prospective and current transfer students from Maryland community colleges as critical to their ability to persist in their majors. Through this study, the University and state of Maryland will be poised to become national leaders in identifying factors that lead to the production of diverse engineering transfer students.