This study examined the relationship between career maturity of minority and disadvantaged premedical students and their self-appraised problem-solving. 83 students enrolled in a special program took the Medical Career Development Inventory and the Problem-solving Inventory one week apart. Pearson product-moment correlations and a stepwise multiple regression analysis indicated a significant relationship between scores for the students' appraisal of their problem-solving and their career maturity. Implications for intervention strategies for the present population are discussed.
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