<p>Thousands of students transfer between colleges and universities in Canada every year. In recent decades, our provincial governments have invested heavily into developing articulation agreements to streamline these transitions, ensuring that students receive credit at their new institutions for previously completed coursework. Despite ongoing investments into transfer infrastructure enhancement activities, innovative policy solutions to improve transfer have been hard to come by. We draw on insights from organizational sociology to elaborate on the prospective challenges presented by traditional resource dependencies, social networks and status dynamics in the creation of articulation agreements, using Ontario—our home jurisdiction—as an illustrative case study. Our goal here is to kickstart a fresh round of conversations among researchers, practitioners and policymakers about the tactics that can help Ontario and comparable jurisdictions take a next step in the facilitation of student mobility.</p>