Hmong adolescents face many challenges during high school, particularly college and career readiness. School counselors are trained professionals who can help. This transcendental phenomenology study explored the lived experiences of six Hmong adolescents and how they make sense of college and career lessons in a group work format over six weeks. Data was collected through participant journals and interviews. Each participant interview was recorded, transcribed, and analyzed using Moustakas (1994) phenomenology method of data analysis. Five domains, sixteen themes, and three subthemes emerged. Family members are crucial influencers in college and career decision-making. Barriers include language, financial, family, culture, and cognitive strategies. All participants enjoyed the group experience, they each learned about their personalities and identities and suggested changes for future groups. College and career planning themes on how to pay for college, confidence about going to college, and their bicultural identity were found. Although all participants chose college as their path after high school, they did not have confidence in choosing a career. Lastly, the school environment, specifically the educators, was vital in supporting the participants. This study provides implications for practice and further research along with recommendations on how school counselors can better support Hmong adolescents with college and career readiness. [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.]