The purpose of the current study was to replicate and expand upon the findings of Lara et al. (2011) relative to graduate counseling student perceptions of career coursework, and to explore the impact of peer-interactive, constructivist-informed assignments on the interest, engagement, and perceptions of graduate students toward their required online career course. Findings from the current investigation seem to validate the results offered by Lara et al. (2011) concerning the pervasive misperceptions held by counseling graduate students relative to the intertwined nature of personal and work issues. Indeed, the first (of only three) in-class meetings was largely devoted to explaining the intersection of personal and work concerns in order to provide a more meaningful framework for the course. Also consistent with the findings of Lara et al. (2011), this attitude also seemed to be pervasive among program faculty, as it quickly became clear that the importance of work/career was not being referenced in any coursework within the counseling curriculum, per student report.