This article explores parental influence on exploratory students' college choice, major, and career decision making. The research began with examination of a first year academic advising model and Living Learning Community. Parental influence emerged as a key theme in student decision making processes. The project was conducted using grounded theory techniques, phenomenological perspective, and semi-structured interview technique. Themes emerged from the data, categorized into one of the four S's of Schlossberg's transition theory. The study provided insight into how students made meaning of support systems and experiences which can aid professional practice for supporting this unique population through career and decision making processes.