This qualitative research study explores how young people (18-29) learn about the political process in the U.S. and what influences their political participation. The two research questions explored are: 1) What role does high school civics education play in shaping young people's political participation? 2) What secondary influences such as family members, peers and media might also shape young people's political participation? Participants included seventeen undergraduate university students who were eligible to vote in the 2020 election and three high school civics and social studies educators located in the San Francisco Bay Area. The university student participants were those who agreed to be interviewed about their political participation. Some of them voted and some did not vote in the 2020 presidential election. Interviews were conducted before and after the election starting in late 2020 and completed in the spring of 2022. Interviews were analyzed using an adapted thematic analysis (Braun & Clarke, 2006). Findings indicate that high school civics education can play a meaningful role in encouraging young people to vote under certain conditions. These conditions include making civics course content engaging and relevant to students; adopting an active learning approach; and incorporating critical pedagogy to increase inclusivity for marginalized populations. In addition to high school civics, another finding was that parents and close relatives can also positively impact political participation. The greatest influence on political participation identified is when parents or close relatives are citizens who regularly vote; are passionate about their children voting; and actively discuss voting and political issues with them. While some participants discussed using political and social media, their influences on voter turnout were not strong in this study. This study further suggests that learning the history of voting rights can positively impact participants of color and second-generation immigrants' political interest and participation. v Acknowledgements I cannot thank my committee members, Dr. Christopher Koenig and Dr. Leah Wingard, for their generous and constant support and guidance throughout a very long, winding, and bumpy road towards completing this thesis. They were always encouraging and never judgmental when I struggled to keep moving forward. I would have never completed this without them. I also want to thank the faculty in the Communication Studies Department for their support in completing my coursework along with my cohort 2019 members, who were an absolute joy to work with. I would like to especially thank Ayeesha Hossain, a fellow cohort member and friend, for being so supportive and helping me with challenges I faced in the final days of completing this thesis. In addition, my dear friend Tracy Beiers was my constant cheer leader throughout my entire undergraduate and graduate education. My friend Carol Flanagan, who also went back to college later in life and obtained an MA, was anot...