There is a dearth of career intervention literature pertaining to underprepared community college students. This student population has insufficient college coursework preparation (CCCSE, 2016), and often exhibits low career decision-making self-efficacy (CDMSE), which hampers career decision making ability, career goal setting (Hughes & Gibbons, 2018), and persistence in college (Peterson, 1993). This phenomenological study explored the role of career learning experiences in shaping CDMSE and career goals of eight underprepared community college students participating in a voluntary career preparation program. Although not a longitudinal study, it captured the participants' lived experience that spanned across many semesters. The study described the participants' efficacy development prior to entering the program, during the seminar, and after seminar. The social cognitive career theory (SCCT) conceptual model was used as the framework to depict how the participants' academic and career interests developed and how their choices transpired and converted to action (Lent et al., 1994). The competencies associated with CDMSE development--self-appraisal, gathering occupational information, goal selection, goal planning, problem solving--and the corresponding skills were examined (Taylor & Betz, 1983). Efficacy across all five competencies were reflected in the narrative, but at varying levels. The behaviors germane to gathering occupational information, goal planning, and goal selection were most prevalent throughout the lived experiences relative to problem solving and self-appraisal. The results described how varied efficacy-focused experiences and activities, modalities of delivery, and components of efficacious career intervention furthered CDMSE skill development. The study also posited academic attitudes and beliefs of the participants, career decidedness, and internal locus of control were contributors to CDMSE. Moreover, it suggested enhanced vocational identity was derived from career learning experiences, and that change mindset seemed to be the conduit for heightened self-concept. Mentoring, coaching, and abundant support resources were integral to mitigating perceived barriers, and augmenting goal setting and goal commitment among program participants. The findings depicted the interplay among these various factors in shaping the lived experience of the participants. The essence of their lived experience was efficacy rich and outcome based; varied, iterative, supportive; and transformative. This qualitative study brings to light the intricacies and many challenges that come with supporting CDMSE development and career goals among underprepared community college students. Implications for practice and research are offered. [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.]