The purpose of this mixed methods study was to investigate students' perceptions of their own Funds of Knowledge (FOK) and the impact that these funds have as students prepare for careers. This purpose was achieved through an embedded mixed methods design with qualitative data collection and analysis embedded within the quantitative research design. Analysis of data collected in a Career and Technical Education (CTE) classroom from the pre and post assessment instrument reveal that while direct instruction regarding FOK did not result in a statistically significant difference between the control and treatment groups, post assessment scores for participants in the treatment group increased on all three subcategories between the pre and post assessment. Additional findings of this study indicate that students vary in their perceptions concerning the subcategories of family impact, interests and skills, and resources. Themes that emerged from the qualitative data include the importance of family guidance and support, a recognition of skills perceived to be important for career success, a reflection of autonomy or self-reliance that leads to a goal-oriented mindset, and a negative or neutral mindset related to the impact FOK have on participants' career aspirations. A cross analysis of the quantitative and qualitative data resulting from this study was completed to summarize the findings of this case of participants, identify key themes and issues, and identify additional areas for future study. As the quantitative and qualitative data converged, the analysis of responses assisted the researcher in understanding the differences in participants' perceptions of their FOK and the role they play in career preparation. [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.]