The career education movement, its roots dating back to the early sixties, has brought concern for career development to public attention. Theories of occupational choice and career development have been postulated by occupational psychologists since 1951 when Ginzberg did his initial work in the area. When change did come it took the form of additional transition-type experiences for youth, greater availability of exploratory courses and vocational education, and an increase of interchange between students and working people. The nature of these experiences have varied in design and effectiveness. An overview of the structure to be used in generating a true orientation course indicates a self-evaluation phase, a transitional state related to work environments, a simulation stage aiding students to relate to both work environments and career clusters, and an educational/career planning stage whose purpose initially is short term planning, then long term planning. Opportunities to investigate a particular cluster or mode coupled with observational experiences are of utmost importance. In this manner a smooth transition is made by students who first focus upon self, then relate personality characteristics to types of work environments, identifying where such environments as seem appropriate to the individual are found among the career clusters, and finally planning those educational experiences which seem most appropriate to their career development. (References are Listed). (JT)