The complex challenges surrounding food production, distribution, natural resource management, food safety, and economic concerns in American communities require attracting, recruiting, training, and retaining students from diverse ethnic and socioeconomic backgrounds, spanning both urban and rural areas. This study explored the careers and academic aspirations of underrepresented, first-generation college students participating in a USDA NextGen-funded project. Using a qualitative research design, 33 students engaged in Photovoice methodology across three experiential learning activities: a week-long field trip to Washington, D.C., to visit USDA offices to visit USDA offices and other agricultural agencies; a field day trip to a wildlife park; and a two-week professional development summer program). Participants were recruited in collaboration with the Recruitment and Admissions Office at Barry University, a Hispanic-serving institution located in Miami Shores, Florida. Students participated in Photovoice exercises by capturing photographs accompanied by narrative paragraphs or audio commentary and completed post-tests to capture insights about career and academic aspirations, particularly in relation to FAHN. Post-rest results revealed significant increases in students’ understanding of the skills, educational pathways, and career opportunities available in FAHN fields, with 90% indicating that pursuing a career in these areas would be personally rewarding, and 100% of students reporting greater knowledge of steps required to pursue such careers. Guided by the Theory of Planned Behavior, thematic analysis of students’ reflections identified salient themes: Attitudes underscored the value of conservation, connections between nature and career aspirations, and cultural reflections on sustainability; Subjective norms emphasized the role of mentors and cultural expectations in shaping professional interests; and Perceived behavioral control highlighted confidence gained through hands-on experiences, knowledge acquisition, and overcoming career challenges. These findings underscore the importance of culturally responsive experiential learning in supporting diverse students’ pathways into FANH-related careers, offering a foundation for future research and practice with this population.