The purpose of this study was to examine the challenges and barriers that exist for recent college graduates with multiple historically marginalized identities in their early career development as they worked through occupational attainment, newcomer adjustment, and person-organization. Furthermore, the study aimed to learn about the strategies used and practices in place that helped these graduates to navigate barriers. The researcher sought to discover insight and practices that career practitioners in higher education could use to better support the career and professional identity development of students with multiple HMIs. Through a phenomenological study, the researcher conducted semi structured interviews with 12 participants that belonged to at least two of four selected historically marginalized identities: race/ethnicity, gender, sexual orientation, and disability. The researcher found four themes: the value of support systems, differential and intentional support, social messages and responsibility, and environmental impact. Implications from this study provide suggestions and best practices for both colleges and organizations in supporting students and recent college graduate with multiple historically marginalized identities. [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.]