The purpose of this qualitative descriptive study was to explore how the staff of campus-based programs that support foster youth describe the program interventions as they influence student competency, autonomy, and relatedness at a community college. This study employed the self-determination theory (SDT) as a lens to better understand the needs and fulfillment of former foster youth college students (FY) from the perspective of foster youth support service staff (FYSS) who worked in California community colleges. A deductive thematic analysis of the qualitative questionnaires and the semi-structured interviews highlighted several interventions that FYSS practice at ground-level to influence SDT in community college students with a history in foster care. Codes that revealed relatedness interventions included flexible practices in connecting with students, building a sense of community within the campus support program, and cultivating a culture of care. Autonomy-related codes included interventions that required FY students to self-identify as a current or former foster youth on their college application, FAFSA, and or a community agency. Additionally, FYSS work to remove barriers to academic success and go "above and beyond" academic needs to assist students. Competency-related interventions included opportunities for personal development, collaborations with /other campus supports, and frequent celebrations of student accomplishments. Such findings may be applied to community colleges that are currently implementing foster youth support services, higher education leaders, who are eager to build on-campus foster youth support services, or for professional 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.]