Researchers and practitioners within the context of higher education are charged with the responsibility of providing comprehensive support programs and facilitating multifaceted growth of student-athletes as they develop and prepare for a meaningful life and career roles after sport. This research places an emphasis on understanding the career construction and exploration processes of student-athletes and highlights their abilities to facilitate a readiness, healthy awareness, and shift in personal and professional perspectives during their sport career transition. This interdisciplinary approach to evaluating student-athletes' sport career transitions utilizes both career development and vocational psychology literature in order to emphasize the impact of vocational and identity exploration during the career construction process. Despite the growth of career transition research and career assistance initiatives for collegiate student-athletes, little empirical evidence is available for student affairs professionals on how to build and evaluate career development programs that address the specific needs of student-athletes. The purpose of this mixed method dissertation was to (1) validate the Future Career Autobiography (FCA; Rehfuss, 2009) for use among the population of NCAA Division I student-athletes, and to (2) identify the potential relationship, or lack thereof, between career exploration activities of student-athletes and the construction of their future life and occupational narratives. A sample of 197 NCAA Division I student-athletes participated in the first qualitative phase of this study, and 89 student-athletes from the first phase participated in the second quantitative phase. Phase one findings demonstrated that the FCA is a valid narrative tool for use within the population of collegiate student-athletes. The FCA's utility was also expanded by providing inductively constructed athlete specific themes, both Sport Career Transition and Occupational Desire themes, which provided additional insight into the career construction process of collegiate student-athletes. Phase two results indicated that there was little to no relationship between career exploration activities of student-athletes and the construction of their FCAs. These findings provide a theoretical approach to utilizing new narrative and experimental tools that have the capacity to help career development professionals evaluate the efficiency of their programming in the context of sport and higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]