Nowadays, there is a consensus about the importance of science, technology, engineering and mathematics (STEM). Previous empirical research has found that contextual barriers and supports have the potential to limit or foster the career goals of college students of STEM careers. The aim of the current study was to explore the effects of barriers and supports in self-efficacy, interests, outcome expectations and goals through Social Cognitive Career Theory (SCCT). The participants in this study were 270 system engineering college students from three universities in the North of Lima, Peru. We test causality relationships between barriers and supports and each nuclear component of SCCT. To test direct effects, structural equation modelling was employed. In addition to these, we established different types of barriers and support in the current sample. Therefore, the present study may help educational institutions and policymakers to develop specific systematic strategies for system engineers such as career orientation, academic skills training, counselling, and psychological services.