First-year students enter college with significant concerns about career and major decision-making, including questions about purpose, vocation, and meaning. Some students have opportunities to actively explore and engage in the reflection process--yet many do not. Higher education professionals will need to identify and expand resources to provide these career development initiatives for new students. The authors advocate that career development, exploration, and vocational reflection during the first year should be viewed as a potential high-impact practice. To meet this goal, the authors outline three strategies to extend opportunities to more students, including historically marginalized student populations. The strategies include (a) expanding options for career planning opportunities, including for-credit and non-credit courses, (b) continuing to re-imagine the role of career services for a wider range of student populations, and (c) embedding career exploration initiatives into the first-year experience. Finally, the authors contend that the work of educating first-year students around career development and exploration is a collective one, and efforts should involve multiple stakeholders.