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The potential for broadening participation in engineering among Black undergraduates via transfer pathways is considerable, given their large share of the community college population. By understanding the opportunities and challenges presented within the context of transfer, this potential can be realized. The goal of this study is to explore ways in which Black students who transitioned from a community college to a 4‐year engineering program describe the institutional factors affecting their transfer processes. Drawing from a 3‐year qualitative research study involving approximately 27 Black engineering transfer students at a large, predominantly White, institution, we present data derived through interviews and focus groups with these undergraduates. Participants expressed that they benefited from supportive institutional agents who offered engineering transfer‐related resources. These included both faculty and advisors in their mostly Minority Serving Community Colleges (MSCCs) as well as advisors from the engineering college at the 4‐year institution. In addition, respondents described being part of a number of community college programs, including some for Black collegians, that offered resources for transfer. Nonetheless, some participants shared problems that emerged during the transfer process, including having to self‐navigate confusing transfer websites or self‐advocate to resolve erroneous admissions decisions. We suggest a need to elevate MSCCs as learning environments that can produce future Black engineers. We also recommend a systems‐level approach that brings together community colleges and 4‐year institutions while also accounting for issues related to resources as well as power dynamics that students may encounter.