Many international students are looking to improve their career opportunities pursuing a specific career when they study in the U.S.; however, they confront struggles because they are less prepared in career readiness. Their voices are easily ignored because they are less vocal and have been told to obey the rules; at the same time, their needs are neglected in higher education institutions in the U.S. Using the narrative inquiry qualitative research method, this study explored Chinese international students' career readiness development experience within the recent 5 years in a 4-year public university in Southern California under the unstable immigration policy and political environment. The research questions are: What is the experience of Chinese international students developing their career readiness? What challenged them during this process? What supported them in overcoming these challenges? This study applies Schlossberg's transition theory as the theoretical framework to analyze self, situation, and supports to develop a coping strategy to move through the transitions. Ten participants were selected to attend the one-on-one interviews with semi-structured interview questions. After data analysis, the researcher summarized three main findings. First, personal characteristics are critical to developing career readiness; second, challenges exist mainly due to students' identities and cultural barriers; third, campus resources and family played important roles of supporting students in going through the transition process. The study identified a number of factors that impacted Chinese international students' career readiness, including individual factors, school factors, family factors, cultural background factors, and the social environment in which they live. These factors greatly influenced the learning outcomes and experiences of Chinese students at US higher education institutions. The study also demonstrated how Chinese international students can learn to improve their career readiness through the resources available at U.S. colleges and universities. This study also can inspire colleges and universities to serve international students better by focusing on their physical and mental health, and building an inclusive campus environment that requires a concerted effort by all units on campus. [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.]