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Abstract
This exploratory and quantitative study examined foster care students knowledge of college campus support programs tailored to their specific needs. Using snowball sampling to recruit participants, the Foster Students College and University Survey measured foster students knowledge of campus support programs. The study used survey research that provided open-ended questions for additional feedback. One-way ANOVAS, independent t-tests, and p-value were used to analyze the data quantitatively. Gender identity and institution type attended in the past was related to campus connectedness. Academic self-efficacy is not related to college student expectations. Student classification was related to career self-efficacy. Descriptive statistics help to create a picture of a population that has been hard to access in the midst of transitioning from foster care to postsecondary institutions.