The extensive scholarly inquiry into work as calling in recent years has developed theoretical frameworks and conceptual understandings of calling with particular populations. However, questions remain about how career development practitioners can use calling in their work. This article reports on an empirical, qualitative doctoral study that develops a model for the integration of calling and context within career development work, using the Systems Theory Framework of Career Development. The study links reflexive thematic analysis of 11 semi structured interviews, undertaken with a purposive sample of women in a particular UK context, with an emerging framework for calling informed career development practice. The study finds that whilst calling should be framed as subjective sensemaking, career development practice needs to connect that with contexts, as the two recursively interact. It also surfaces calling as helpful where career mindset ambivalence might limit engagement with career counselling. Future recommendations to trial and refine this framework through research and practice are made.