INFORMATION AND DECISION THEORY OFFERS A COHERENT FRAMEWORK FOR SECONDARY SCHOOL GUIDANCE BECAUSE IT--(1) ESTABLISHES OBJECTIVES, (2) DETERMINES APPROPRIATE PRACTICES, (3) SELECTS AREAS OF RESEARCH, AND (4) EVALUATES PROGRESS TOWARD THESE OBJECTIVES. THE DECISION-MAKING PROGRAM IN THE PALO ALTO, CALIFORNIA SECONDARY SCHOOLS HELPS NINTH AND 11TH GRADE STUDENTS TO DECIDE POST-HIGH SCHOOL PLANS, HIGH SCHOOL ACADEMIC LOADS, AND COLLEGE CHOICES, USING "EXPERIENCE TABLES" WHICH REPORT THE EXPERIENCES OF OTHER STUDENTS. DECISION-MAKING INVOLVES WEIGHING ALTERNATIVES IN TERMS OF DESIRABILITY AND LIKELIHOOD. THE MORE OBVIOUS IMPLICATIONS OF A DECISION-MAKING GUIDANCE FRAMEWORK FOR THE PREPARATION OF SCHOOL COUNSELORS INCLUDE--(1) LESS EMPHASIS ON TRADITIONAL "CLINICAL" TECHNIQUES, (2) MORE EMPHASIS ON TEACHING, THE PRINCIPLES OF LEARNING, AND THE PRINCIPLES OF DECISION THEORY, (3) PERSONAL COUNSELING, (4) KNOWLEDGE OF VOCATIONAL DEVELOPMENT THEORY AND RESEARCH, STATISTICAL INFERENCE AND DATA PROCESSING, AND THE ADULT WORLD "TO BE," (5) A STUDY OF PERSONAL FACTORS, (6) A RE-EMPHASIS ON GROUP GUIDANCE, AND (7) RECOGNITION OF THE NEED FOR IN-SERVICE, TO SUPPLEMENT PRE-SERVICE, TRAINING. THIS PAPER WAS PRESENTED AT THE COLLEGE ENTRANCE EXAMINATION BOARD INVITATIONAL CONFERENCE ON THE PREPARATION OF SCHOOL COUNSELORS (FEBRUARY 23-26, 1966). (WR)