Transfer students experience low coping during transition. In this study, I explored students' perceptions of their school transition experiences. I used a qualitative descriptive design, interviewed 13 participants whom I selected through purposive sampling, and analyzed the data using thematic analysis. Consequently, I found that students faced difficulties, including larger class sizes, limited resources, and diverse social environments. Despite this, they demonstrated resilience by seeking peer support, adjusting study habits, and rebuilding confidence. Teacher support and inclusive practices also played a key role in easing their transition. I proposed that future studies may use the identified themes and subthemes to develop quantitative instruments through Exploratory Factor Analysis and apply Student Adjustment Theory to examine the academic, social, and emotional adaptation and coping strategies of transfer students in public-school settings.