A process evaluation of a three-credit, upper division career course at a southeastern university is described. Student responses to a standardized course rating instrument were analyzed. Anonymous course evaluations of 293 students enrolled in 11 sections of the career course were compared to student ratings of one section of the course 5 years earlier, and normative data taken from summary reports provided by the university. Results indicated that student perceptions of the course are consistent over time, and more positive in classes meeting multiple times per week. The course was rated higher in course demands, student-instructor involvement, and course organization than other courses. The career course was rated lower in student interest than other courses. Implications of the findings and directions for future research are discussed. Course designers and instructors might benefit from using the information gleaned from this study in structuring career courses and in planning course schedules.