Raw scores on most standardized educational and psychological assessment instruments acquire meaning only when referenced to a set of norms. Test publishers should clearly describe their norming procedures, including the target population and the sample on which the norms are based. The primary purpose of this report is to illustrate some of the major considerations in obtaining normative data, procedures that can be used, and problems encountered in norming studies. Norming procedures used in two of American College Test (ACT's) assessment programs for career guidance, the Assessment of Career Development and the Career Planning Program, Grades 8-11, are described for purposes of illustration. Norms for these programs are based on a three-stage nationwide probability sample of 32,000 8th, 9th, and 11th graders in 197 schools. This report also documents the nature of the sample and the sampling procedures used in ACT's Nationwide Study of Student Career Development. (Author)