Humanitarian engineering (HE) graduate programs aim to improve environmental and social equity by training engineers to identify and rectify disparities in infrastructure services. While these programs help increase the engineering field's focus on equity, students involved in HE activities have reported questioning their ability to have a social impact through an engineering career. Social cognitive career theory (SCCT) posits that career goals are created by students' career expectations, including the expected benefits students associate with a career and their confidence to perform specific tasks needed for a career. Further, SCCT posits that four types of learning experiences significantly influence students' career expectations: experiencing personal successes (mastery), receiving verbal encouragement (verbal persuasion), having access to relevant models (vicarious), and encountering low levels of negative emotions (emotional distress). This research explores how students enrolled in HE graduate programs reassess or question their equity career goals and the learning experiences that prompt this reassessment. To do so, we conducted multiple semi-structured interviews with 46 students enrolled in seven graduate HE programs over two years. These interviews centered around students' career aspirations, including when students questioned their career expectations and the learning experiences that prompted this reassessment. As a result, this work characterizes students' concerns around having a social and environmental impact through engineering and associates this questioning with learning experiences common to HE graduate education. By highlighting these concerns and associated learning experiences, we identify common struggles and supports students need in HE programs and reflect on challenges to improving social and environmental equity through engineering.