Factors that contribute to college student success are multiple. Career exploration as a student success strategy was explored in this study. The purpose of this exploratory mixed-methods study was to explore whether there was a relationship between career exploration and the success of underrepresented students in higher education. Quantitative and qualitative data was collected. The Career Decision Self-Efficacy Scale Short Form (Betz & Taylor, 1996) and the Career Information Form (Blair, 2010) were survey instruments utilized online to collect the data. Data obtained was analyzed utilizing descriptive statistics and the Pearson r coefficient. The qualitative data was analyzed in a narrative form utilizing themes derived from the data. The sample in the study were underrepresented students in higher education from a 4-year public university who had participated in a pre-college readiness program where they were exposed to and participated in career exploration activities. The results of the data identified the type and frequency of use of various career exploration activities by underrepresented students at a 4-year public university. Themes from the qualitative data suggested that experiential learning opportunities and career information activities are beneficial career exploration activities for underrepresented students in higher education. In summary, it can be derived from the data that underrepresented students who are exposed to career exploration activities may be more likely to be successful in higher education due to their goal selection and planning skills as a result of being exposed to career exploration activities. [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/en-US/products/dissertations/individuals.shtml.]