The personal developmental levels of students from economically disadvantaged backgrounds were studied; and the hypothesis that students from economically disadvantaged backgrounds would be less mature than other students in the developmental levels of autonomy, purpose, and interpersonal relationships was assessed. The effects of participation in a semester course of self-development and career exploration were also studied. The sample included 78 freshmen (22 males and 46 females) enrolled in a self-development and career exploration course at Murray State University (Kentucky) during the fall quarter of 1981. Of these, 39 were enrolled in the university's program of Special Services for Disadvantaged Students (SSDS). Each was administered the Student Development Task Inventory of R. B. Winston and others (1979), an instrument designed to measure individual growth and development of college students. The effects of the course were evaluated through pretest and posttest scores. No significant differences were found in the developmental levels of students from disadvantaged backgrounds and regularly admitted students, and no differences were found in the pretest and posttest scores of the two groups. Posttest scores improved for both groups, an indication of the possible advantages of the course. The guidance course may have assisted the SSDS students in career development and lifestyle planning. Three tables present study data. (SLD)