Purpose and meaning in career development has become an increasing area of interest in the field of counseling and vocational psychology. Indeed, a burgeoning body of literature exists examining meaning-making in working adults, however presently there is a paucity of research examining meaning-making for college students' academic major. Theories of meaning-making in working adult populations may be useful for interpreting meaning making processes for college students that can influence the way in which career counselors and educators who work within college settings engage with students and respective programming. Informed by Rosso et al.'s (2010) theory of career meaning-making, this qualitative study explored the retrospective sources and mechanisms of college meaning making in seven alumni of a STEM enrichment program through semi-structured interviews. A consensual qualitative research approach (CQR) was used to construct an understanding of participants' subjective description of how participation in a STEM enrichment program contributed to meaning making in their chosen major, related academic pursuits, and current career. [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.]