The purpose of this study was to understand the career development experiences of students with disabilities who participated in a unique collaborative program consisting of three university entities: Disabilities Services, Career Services, and the College of Education, as well as community-based service agency, the state vocational rehabilitation agency in the State of Michigan. Guided by the Social Cognitive Career Theory (SCCT) and through semi-structured interviews with 12 participants, half alumni and half current students, this researcher collected information about how the Careers Collaborative services had assisted with the participants' career preparation and development, particularly in terms of their interaction with professional staff, how their personal and learning experiences impacted decisions related to their field of study, what role disability had in their decisions, and the supports and barriers perceived by the participants. For each of the six SCCT constructs, themes emerged that were described as follows. Construct 1 Self-Efficacy and themes: Soft Skills Attainment, Positive Outlook on Future Employment, Barriers and Supports, Educational and Professional Past Experiences. Construct 2 Learning Experiences and themes: Previous Academic Experiences, Work Experiences and Exploration, Personal Experiences, Impact of Others. Construct 3 Person Inputs and themes: Personality Characteristics, Effects of Disability, Educational Factors Influencing Career Path, Accommodations and Support Services in Higher Education. Construct 4 Outcome Expectations and themes: Participant's Employment Outlook, Future Plans are Guided by Expectations, Personal Fit of Job, Preparing for Potential Challenges. Construct 5 Interests and themes: Past Experiences, Personal Values, Passion, Autonomy. Construct 6 Personal/Choice Goals and themes: Continued Education or Training, Gain Experience, Active Engagement with Partners in the Careers Collaborative, Value-Driven Decision. The results of this study showed promising and positive outcomes of participants who received a program that supported and provided both academic and career-related services for college students with disabilities. It demonstrated that professionals of different specialties who work collaboratively are likely to maximize the outcomes. Implications for practice, future research, and education will be discussed.
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