Note: The work reported herein was supported under the National Dissemination for Career and Technical Education, PR/Award (No. VO51A 990004) as administered by the Office of Vocational and Adult Education, U.S. Department of Education. However the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and the reader should not assume endorsement by the federal government. Each year, large sums of state and federal dollars are spent on career development provided through America’s public schools. The annual federal expenditure alone on career development interventions exceeds one billion dollars (Carl D. Perkins Vocational and Technical Education Act, 1998). Such expenditures are seen as a sound investment, for it is believed that they increase the relevance of education for America’s youth (Herr & Cramer, 1996). However, despite these benefits, researchers have not attempted to define the actual structure of career development interventions that occur in America’s secondary schools. Without the knowledge of such a structure, real progress in career development interventions research and practice will be either severely circumscribed or absent.