During late childhood and early adolescence, there is a dramatic increase in cognitive skills (Keating, 1980) which influences how young people begin to think about their futures. The construct of possible selves has been used to help understand adolescents' views of their future plans and goals by exploring their social perceptions to gain insight as to how they think about the world and themselves. This study examined the role of perceived teacher support on adolescents' development of possible selves. Results suggest that the four groups (White males, Latinos, White females, and Latinas) in this study think about their future possible selves of graduating from a four year university in different ways. This study provides both important theoretical as wells as practical implications.