Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.Keywords prospective first-generation college students, ethnic identity, parental support, perceptions of barriers, vocational outcome expectations, vocational/educational self-efficacy, student engagementDespite increasing college enrollment rates at a national level (Aud et al., 2012), research suggests that students whose parents have no formal education beyond high school are less likely to attend and succeed in college (Choy, Horn, Nunez, & Chen, 2000). Approximately 27% of first-generation students enroll in college compared to 71% of students whose parents have a college degree (Choy