Although more high school graduates are attending college, many are not graduating (The Bill and Melinda Gates Foundation, 2004). First-generation, low-income, and underrepresented students are especially at risk for falling through the cracks. To help address this issue, programs such as TRiO Student Support Services (SSS) assist first-generation, low-income, and underrepresented students (as well as those with disabilities) who have matriculated into college. Once these students are in college, SSS programs work to retain and graduate them through advising, tutoring, and other academic and social supports. However, helping students to successfully identify a major or career direction is also important. Hence, the authors developed a constructivist career course based in the empowerment processes of self-reflection, uncovering strengths, and problem solving (Schaurhofer & Peschl, 2005), and they explored outcomes for TRiO students who enrolled in the course. Specifically, the authors explored whether their course might improve the career decision self-efficacy of TRiO students. Given the importance of self-efficacy to persistence in higher education settings, an intervention aimed at improving career decision self-efficacy seemed to be one useful way to support and extend the ongoing work of TRiO programs.