Louisiana's community and technical colleges provide access to educational programs. However, access to opportunity is not enough for individuals such as low-income Black females due to the residual impact of educational practices and structural inequalities. However, provisional changes in federal funding legislation give states the flexibility to integrate policies and resources that can lead to more robust educational and skills development programs that support the school, career, and life success of marginalized populations, such as Black females. Black females' earnings are important to the economic stability of their families (Milli et al., 2017). Therefore, this study examined how community college practitioners could increase the participation of Black females in CTE programs that lead to high-wage, high-demand jobs. Through a parallel mixed-method case study, the study gave voice to the lived experiences of Louisiana's Black female community college students. The study used thematic analysis and the social cognitive career theory as the conceptual framework to explore factors affecting their career-related decision-making. Study results indicate that self-efficacy beliefs and outcome expectations play a central role in the career development of Black females. The study also found that their environment directly influences the self-efficacy of Black females. In addition, the study found that Black females face barriers that adversely affect their ability to persist and complete their community college programs. [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.]