Career development is relevant for employees and employers, as well as a vital discipline for connecting school-to-work as educators struggle to facilitate the transition into employment for millions of students (Hoyt & Lester, 1995). The landscape of the world-of-work is ever changing, both in terms of economic stability and instability, and the generational differences that occur between members of the workforce. Successful career development often involves setting realistic, deliberate goals, simultaneously searching for cohesiveness between employee and employer. Understanding how occupational preferences are identified based on knowledge of self and work can be instrumental in positive career development and satisfying occupational placement. Additionally, perfecting transferrable skills is another way gain a competitive edge in the job market, while also striving to meet that employee-employer fit. These objectives can be realized through participation in career development courses. This research examined the relationship between the degree of participation in a career development program and career growth by assessing the career maturity and career search self-efficacy of college graduates. The study investigated an existing, mandatory, credit-bearing, career development program: The Professional Development Seminar (PDS). Participants were college graduates (N=76) who participated in PDS from 2003-2008. Participants completed a web based survey that included questions from the Career Maturity Inventory-R (CMI-R) Attitude Scale, questions from the Career Search Efficacy Scale (CSES), and an Individual Data Sheet (IDS), constructed by the researcher and administered to describe the sample and to identify the degree of participation in the Professional Development Seminar (PDS) program. Specific questions regarding overall participation, class attendance, choice programs, group work, course assignments, and overall satisfaction with the PDS program were included. Pearson's correlation and regression analyses were performed to determine whether there was a relationship between the degree of participation in the PDS program and career search self-efficacy and career maturity of respondents. The null hypotheses for both research questions were rejected, indicating there was a positive relationship between participation in PDS and career maturity (p less than 0.05) and career search self-efficacy (p less than 0.01). The primary educational significance of this study was to advance the existing body of knowledge concerning career development courses on career maturity and self-efficacy of students making the transition from college to the world-of-work to provide educators, researchers, administrators and policy-makers with valuable knowledge to help with the implementation of successful career development programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]