This study explored how personal, family, and cultural values influence career decision-making in first-generation Latinas. As the number of first-generation Latinas in higher education grows, there is a need to address their distinct needs as they navigate higher education and the career decision-making process. Their experience is unique and includes several challenges. Institutions of higher education must adapt to the needs of these students and address some of the challenges they face. A traditional approach to advising and career development may no longer suffice. These students need additional guidance on traversing higher education, their roles within their families, being first-generation college students and women of color. Therefore, through this research, I demonstrated how platicas, as an approach to narrative inquiry, give students the voice to share their experiences, needs, and aspirations in their own words. This qualitative study involved seven first-generation Latinas from one public institution in the California State University System (CSU). As co-creators of knowledge, the researcher and participants developed key findings that significantly impact how higher education professionals support first-generation Latinas as they explore and develop career aspirations. Using a narrative inquiry approach grounded in Chicana/Latina feminist epistemology (Delgado Bernal, 1998) and Yosso's (2005) community cultural wealth (CCW) Model, I explored career development with first-generation Latinas through platicas to engage in authentic conversations. With these theoretical frameworks as guiding principles, the co-creators of knowledge exchanged ideas, emotions, and thoughts. These platicas allowed an in-depth vulnerable discussion that created rich data highlighting common and shared themes such as family, the importance of education, and responsibility. The research found these common themes impacted how and why first-generation Latinas chose their particular career path. Finally, recommendations are made to help higher education professionals develop culturally responsive strategies to advise, coach, and guide these students. [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.]