ABSTRACT
Background Mental health workforce capacity has faced significant challenges which have only been exacerbated by COVID-19. Undergraduate students provide a robust entry point of a workforce pipeline, but many do not end up in mental health careers despite high levels of interest in this area. Objective The purpose of this study was to identify career barriers and related factors that might explain why few students enter the mental health workforce. Method We surveyed undergraduate psychology majors (N = 230) from a large university about their career interests, career perceptions, vocational identity, perceived barriers, and post-graduation plans. Results About half of participants were interested in a mental health career but endorsed high levels of barriers, most of which are financial. Vocational identity predicted plans to attend graduate school after controlling for covariates. Conclusion Despite strong interest in mental health careers, students perceive significant barriers, and only those with the strongest identification with this career are likely to overcome these barriers. Teaching Implications: Psychology faculty can help to address gaps in career knowledge and better support students being well-versed in regional issues and career-related information, such as loan repayment programs.