Gaining career decision-making and world-of-work knowledge, and increasing career planning and exploratory behavior represent key tasks of adolescent career development. To better understand this process, the extent to which personality type relates to career development in high school students is examined in this report. A cohort of 64 high school students (28 females, 36 males) completed measures of career maturity, vocational interests, and life-role salience during their freshman and sophomore years. Results of these measures indicated sex differences in scale scores on the career maturity measure, revealing higher levels of cognitive career maturity among the females than among the males sampled. However, career maturity scores did not increase commensurate with grade level over the one-year period of the study. The lack of significant increases here indicates a deficit in this progress in the cohort and suggests a need for preventive assistance. Some scale scores on the career maturity measure correlated significantly with scores on the interest and salience measures to support hypothesized relationships between career development and personality and role salience. The trend of increases remains consistent with Super's career maturity model. (RJM)