This study explores how Latin* first-generation college students develop major and career self-efficacy. This study employs a qualitative case study approach and utilizes data collected during the first phase of the University of Southern California Rossier School of Education's Pullias Center for Higher Education Promoting At-Promise Student Success project from 2015--2020. Data analysis focuses on 124 interviews from 10 Latin* first-generation college students in the Thompson Scholars Learning Communities (TSLC) program across the three University of Nebraska campuses: University of Nebraska at Kearney, University of Nebraska at Lincoln, and University of Nebraska at Omaha. Interviews were conducted during each student's first 3 years of university. Additional data includes 12 TSLC annual reports from 2015-2019. Findings demonstrate that a combination of individual, family, programmatic, and institutional factors inhibit and promote major and career self-efficacy of Latin* first-generation college students. Implications for practice include practitioner and faculty advising approaches, academic and career services, and family incorporation. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]