First-generation college students are concentrated at community colleges, and nearly half of those students who identify as being first-generation come from a low-income background. This qualitative study utilized a conceptual framework to explore understand how LI-FG (low-income, first-generation) community college students, particularly students of color, make career decisions from a strengths-based perspective. Qualitative interviews were conducted with 22 LI-FG students from a special program (EOPS) at a mid-sized California community college to gain an understanding of their career decision process. A major finding from this study was that LI-FG students utilized a multitude of sources to make career decisions. From this study, eight interconnected, bidirectional themes emerged: (1) consultation with self, (2) helping community, (3) career exploration, (4) hands-on experience, (5) classroom experiences and institutional agents, (6) financial stability, (7) inspiration, and (8) encouragement. Findings suggest that the career decision for LI-FG California community college students is an iterative process across the school age years. Recommendations suggest that community colleges should build on the social capital that LI-FG students bring with them by developing opportunities for hands-on experiences such as internships and apprenticeship programs. It is also recommended that community college career centers be fully funded, and that they intentionally focus on connecting LI-FG students to helping professions. Finally, it is recommended that all classified professionals, counseling faculty, and teaching faculty engage in career conversations with students. [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.]