The NCAA (2013) reports that fewer than 2% of college student-athletes are called up to the ranks of professional athletes. Thus, the overwhelming majority of student-athletes face the prospect of choosing a career objective other than that of professional athlete. However, the literature suggests that student-athletes are not prepared to enter the traditional workforce (Murphy et al., 1996). While these athletes are often granted priority course scheduling to help them balance arduous competition with academic demands, the typical programs and resources at most universities may not be enough to help them navigate their career paths. Little research exists on the experiences of college athletes as they navigate their careers and develop their career path. The purpose of this study was to explore the career path experience of Division 1student-athletes and the factors that can help or hinder navigation of their career path. Of particular interest to the study was the career path experience of Division 1 football players. Framed by Super's (1950) career development theory, the study sought to answer the following research questions: (a) What was the career path experience like for Division 1 football student-athletes? and (b) What factors helped or hindered navigation of their career path? The goal of this research was to gain insight into what support is needed for Division 1 football student-athletes who are navigating their career path. Study participants were junior- and senior-level Division 1 football student-athletes who were navigating their career paths at a medium-sized, private, Division 1 institution in the South. The study used a phenomenological methodology in which each participant was interviewed to obtain a subjective account of their lived career path experience. This study suggested that Division 1 football student-athletes are aware of the importance of preparing for their lives beyond their intercollegiate careers. From the shared stories of participant student-athletes, three themes emerged: (a)Alternative Career Path Planning, (b) Competing Time Demands Hinder Career Preparation, and (c) Social Support Assists Career Path Navigation. In the theme Alternative Career Path Planning, study This study suggested that Division 1 football student-athletes are aware of the importance of preparing for their lives beyond their intercollegiate careers. From the shared stories of participant student-athletes, three themes emerged: (a)Alternative Career Path Planning, (b) Competing Time Demands Hinder Career Preparation, and (c) Social Support Assists Career Path Navigation. In the theme Alternative Career Path Planning, study participants voiced that they were conscious of their career options and aware of the unlikely probability of becoming a professional football player, so they knew they would eventually need to pursue an alternative career. With regard to the second theme, Competing Time Demands Hinder Career Preparation, the participating football student-athletes disclosed that the time demands of football were a hindrance to their career path navigation because the time demands made it arduous for them to fully invest in navigating their career path and pursuing their career goals while in college. The final theme, Social Support Assists Career Path Navigation, revealed that social support aided the football student-athletes' navigation of their career path by providing them with both informational support and emotional support. This study has various implications for stakeholders. For example, higher education personnel (e.g., athletic administrators, academic advisors, and career center employees) can use information about athletes' career path experiences to guide practices for connecting student-athletes to appropriate major and career resources. This study could also contribute to an understanding of the career path experience for Division 1football student-athletes. [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.]