This study sought to determine how senior high school transferees adjust academically as they bring their experiences to the St. Louis School of Don Bosco Dumaguete. The study utilized a phenomenological study to discover and interpret the lived experiences of the senior high school transferees of St. Louis School of Don Bosco regarding academic adjustments. This study utilized a purposive sampling design. The data were collected through interviews and were analyzed using the Colaizzi’s method of data analysis. The participants in the study were purposely selected based on the inclusion criteria: the respondents are transferees officially enrolled in St. Louis School of Don Bosco, they are from the senior high school department, and they are not returning students. The research instrument utilized in the study was the interview questionnaire or guide which contains questions about the experiences of senior high transferees in terms of academic adjustments. The academic and social support from these relationships played a significant role in easing their transition and helping them adapt more effectively. Overall, the study highlighted the diverse experiences of transfer students, emphasizing their academic challenges and the strategies they used to cope. These findings underscore the crucial role of peer support in facilitating a smoother transition for students.