Although a large body of research examines how students at four-year institutions select majors, far less is known about how community college students make similar decisions. This gap matters because community college students make high-stakes choices under more constrained conditions, including limited advising, complex program structures, and financial pressures, all of which may restrict access to information and shape entry into higher-opportunity fields. This study examines how community college students form, revise, and act on beliefs about academic programs over time.  In this session, presenters will address two questions. First, which student characteristics, academic signals, and institutional supports predict whether students change their first-choice major within one year of enrollment? Second, how do students’ program-specific beliefs relate to which program they rank first at entry and one year later?