The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This mixed-methods study examined the experiences of 13 low-income adolescent participants who lived in public housing and participated in an afterschool program in the neighborhood. Data on participants' feedback of the program was collected at the end of the school year through post-questionnaires that utilized open-ended and forced-choice questions. Qualitative comparative analysis (QCA) was used to analyze the post-intervention data, followed by quantitative tests including t-tests and correlations. Results showed that academic resourcefulness and career aspirations were positively associated with the students' perception of their external supportive networks, such as the joint contributions of their participation in afterschool programming and their family support. The internal resource of ethnic pride was related to academic resourcefulness among ethnically minoritized middle school males and to career resourcefulness among ethnically minoritized high school females. Findings suggest that afterschool programs may benefit their students' academic and career goals and trajectories by focusing their programming on direct and indirect pathways for strengthening family partnerships and students' ethnic pride.