Using social cognitive career theory and the cognitive information processing model as frameworks, in this constructivist case study we examined the career-related experiences and decisions of 10 women engineering undergraduate seniors who accepted full-time positions. From the data analysis 3 major themes emerged: critical undergraduate experiences, alignment of self-knowledge and occupational knowledge, and gender dynamics. These themes highlight important experiences and sources of information that shaped and informed participants' career decisions. The article concludes with practical implications and directions for future research in supporting women engineering students' transition into the workforce.