“Everyday I Learn Something New About Myself”: Applying Happenstance Learning Theory to a Career Course

This study examines how a U.S. college career course shaped students’ career identities and workplace readiness using Krumboltz’s Happenstance Learning Theory (HLT) as a guiding framework. Reflexive thematic analysis of student interviews identified five interrelated themes: (a) evolution of professional identity, (b) enhanced professional confidence, (c) recognition of transferable skills, (d) real-world preparedness and long-term utilization of course knowledge, and (e) motivation for lifelong learning. Together, these themes reflect three core HLT processes: engaging in exploratory actions that enable individuals to benefit from unplanned events, remaining open-minded about future opportunities, and developing skills that enable them to seize opportunities when they arise ( Krumboltz, 2009 ; Mitchell et al., 1999 ). Findings suggest that structured career preparation courses foster attitudes, skills, and mindsets that enable students to leverage chance events, build resilience, and make meaning of evolving career paths. Implications for career education and the design of college career courses are discussed.