The population of this study was that of an urban school district located in the District of Columbia. Eight intact fourth, fifth, sixth, tenth, and twelfth grade classes were selected to participate in the study.

The primary purpose of the study was to evaluate the effectiveness of a career guidance program on the career maturity and self-esteem of a selected group of students and to assess the perception of the parents and students toward the program. The secondary purpose of the study was to determine the relationship of selected variables (gender, grade, CTBS test scores (math and reading on the elementary level), and socio-economic status to the career maturity and self-esteem of the students.

The experimental group participated in a four month career guidance program using the National Career Development Guidelines as the standards for program development. A week prior to the beginning of the career guidance sessions, data were gathered using the Individual Student Profile, Crites' Attitude Scale and Coopersmith's Self-Esteem Inventory. The experimental groups were exposed to a Career Guidance Program of fifty minute sessions during a period of four months. The whole class sessions included guidance activities that focused on self-awareness, career exploration, and career planning for the future.

The data collected for the study were coded numerically and then compiled by a computer software programming (Number Cruncher Statistical System). The significance of the difference between the groups on the Career Maturity and Self-Esteem Inventories was determined by using the t-test for independent samples and the Pearson correlation Coefficient techniques for relationship between pairs of dependent measures.

The findings derived from analysis of the data revealed that: (a) fourth, fifth, sixth, and twelfth graders of the experimental group scored significantly higher in self-esteem and career maturity as compared to their counterparts of the control group; (b) tenth graders of the experimental group did not score significantly different in self-esteem and career maturity as compared to their counterparts of the control group; (c) subjects with higher level of self-esteem scored significantly higher on career maturity as compared to subjects who had lower level of self-esteem; (d) gender, age, socio-economic, and reading and math skills were not significant factors on self-esteem of the participating subjects as a result of the short-term career guidance program; (e) a majority of the subjects who participated in the short-term career guidance program showed positive attitudes toward the overall effectiveness of the program; and (f) a majority of the parents reported to observe improvement in their children's self-awareness, knowledge of careers, and career planning and decision making skills.