<p>There are limited studies in the Ontario context about the role that transfer-student-receiving institutions play in influencing the experience of the transfer students joining their programs. This study explored student perceptions of an engineering technology advanced diploma to accredited engineering degree bridging transfer pathway model to inform the future development of a province-wide bridging pathway in Ontario. Ten students participated in semi-structured interviews. The findings from the thematic analysis of qualitative data indicated the important role of receiving institutions in providing different types of support throughout the transfer process, such as financial, academic, social integration, advising, and administrative support. The results could be used as a guide for supporting bridging transfer into engineering, and more broadly into professional or accredited programs.</p>