Two-year agricultural institutions can face resource limitations in offering formal career fairs and dedicated professional development coursework. This can create gaps in students’ access to industry networking, career exploration, and professional skill development. I developed this project to assess the impact of a faculty-guided student-led professional organization intended to address these gaps. A student-led organization was intentionally developed with ongoing faculty guidance to function as a co-curricular professional development platform. While students maintained primary responsibility for planning and leadership, I provided strategic direction to ensure alignment with career readiness and professional development outcomes. Programming included bi-monthly meetings featuring agricultural industry speakers, many of whom were alumni of the institution; attendance and participation at major agricultural events such as trade shows and informational conferences; and student-organized fundraising, social, and community service activities. In the absence of a formal career fair, I structured these experiences to create repeated low-barrier interactions between students and industry representatives while reinforcing professional qualities and expectations. I evaluated program effectiveness through a survey of 90 past and current participating students. The 41 respondents represented multiple majors across the institution and academic ranks, with 58.5% reporting involvement for two or more semesters. I asked students to self-report professionalism, which increased from a mean of 6.78 to 8.29, and networking skills, which increased from 6.10 to 7.88. Over 80% of students reported an increase in industry knowledge, professional confidence, and networking with both peers and professionals. Additionally, 98% of respondents agreed or strongly agreed that the organization increased their sense of belonging at the institution. Based on my experience guiding this organization, similar faculty-supported, student-led models can be implemented at other institutions by intentionally aligning student organizations with professional outcomes and leveraging local industry partners to address gaps in career readiness without additional institutional resources.