Living conditions, cultural backgrounds, interests and future expectations affect individual’s professional preferences. In particular, refugees moving from one country to another are highly likely to face various challenges in terms of their occupational goals. Thus, occupational development is necessary for refugee children to design their future; however, the possible challenges arise from the influence of various stakeholders: teachers, children, and parents. This study investigated the structuring of divergent components of professional development in children. A grounded theory approach was used in this study to explore the perceptions of the stakeholders. A total of 45 participants (15 teachers, 15 children and 15 parents) living in Türkiye were involved. Data collection involved interviews with teachers and parents, as well as interviews and drawings of children. Findings indicate three structuring components: occupations, support, and possible relationships. As a result, the relationships between these components were explored, and a new theoretical framework was developed in line with the principles of grounded theory.
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