Latinx individuals currently make up 16 % of the overall U.S. labor market and will account for one out of every two new workers entering the workforce by 2025 (Coulombe & Gil, 2016). By 2050, Latinx individuals will comprise 30% of the labor force based on the increasing Latinx K12 population (Carnevale & Strohl, 2013). Latinx FGC students in the United States are important to meeting future workforce demands goals for national economic prosperity and global competitiveness (Cataldi et al., 2017). How well a student prepares for workforce entrance during the college-to-career transition period has important implications for the student's career development, earning capacity, and upward social mobility. This study utilized a phenomenological approach to understand the lived experience of 12 Latinx FGC students during their college-to-career transition at a large, highly selective 4-year private university in a diverse urban city in the northeast. A community cultural wealth and spiritual capital framework was used to better understand how Latinx FGC students navigate college resources and leverage social networks during the college-to-career transition. Study findings showed that Latinx FGC students rely on various networks of support to navigate challenges, gain access to opportunities and support decision making; their sense of purpose and commitment to equity, access, social justice, and inclusion have an impact on career path decisions; and financial challenges impact these students' educational and professional timelines. [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.]