This article critiques existing research on outcomes associated with the use of computer-assisted career guidance systems (CACGS) by middle and secondary student populations. Although widely used, CACGS have been subjected to relatively little empirical outcome research. Limitations identified in the existing CACGS literature include a focus on user satisfaction rather than career-related gains; failure to examine potential differential effects of CACGS associated with gender, ethnicity, or socioeconomic status; and reliance on small convenience samples. Obstacles to conducting outcome research in middle and secondary school settings are presented, including a lack of model for CACGS evaluation, rapid changes in technology, and the flexible nature of system usage. Recommendations for future outcome research with CACGS are presented for system developers and individual researchers.