This study examines cocurricular learning support in California higher education and the implications for student success. The research incorporates two aspects, including a four-year university component and a community college component. The first component summarizes data for a one-year period for graduates of California State University, Stanislaus and captures the experience of transforming minimal career development services into a full-service Career Services Center to foster student learning. The second component summarizes interviews with community college counselors who guide students during their transition as transfer students or from vocational training into the labor market. The study utilizes a mixed methods design that follows on the analysis of data collected in 2008 with interviews conducted with counselors during fall 2011. Comprehensive analyses of reports tracking use of career services over a five-year period, examination of a case study on building a full-service program, and a review of relevant literature are embedded in the results. This study provides a model of best practices for achieving successful outcomes for students. The results are important to student services practitioners providing guidance to students that are transitioning through college into the workforce. The results also serve to inform the practices of campuses seeking to move career development to a higher level as a means to improve student skill development. [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.]