In this article, work-bound youth are identified as an adolescent subpopulation whose goals are to attain occupational skills and to enter the workforce immediately on leaving secondary school. The characteristics of this population are discussed, and their needs for systematic career interventions are described. Particular emphasis is given to this group's need for career assessment, the types of assessments that may be useful, and the application of the Super, Osborne, Brown, Walsh, and Niles (1992) Career Development Assessment and Counseling (C-DAC) model as a frame of reference for the choice and use of the career assessments included.
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