From a critical psychology perspective, Prilleltensky and Nelson advocate for research that has explicit focus on social change and can allow for full participation and empowerment of those under study. The current article describes the collaborative development, implementation, and evaluation of a career education program within three ethnically and economically diverse rural high schools. Using case study methodology, the authors examined the effects of the "A Future in Iowa Career Education" (FICE) program using three different sources of data (pre-post test results, student evaluations, and focus groups). Context-specific results indicated the program was associated with increases in self-efficacy and career aspirations and had practical strengths and weaknesses. Results are discussed in terms of current literature and practical implications are provided. (Contains 7 tables.)