This paper identifies the most critical factors pertinent to career guidance as: (1) use of humanistic psychology, (2) development of decision competency, (3) career planning and selection, (4) educational planning and relevance, and (5) the development of positive human relations skills as marketable skills. It describes computer-based programs (systems) developed at The University of Wisconsin-Milwaukee during the past seven years that seek to deal directly with each of such critical factors. The report explains the use of a method called "O-P-A-H-U-D-E" where emphasis is placed on the activity of students as opposed to the activity of faculty; where "information about" (theory) leads directly to "experience with"; where computerized gaming and simulation make use of surrogate role playing in relation to multiple assigned roles in some "meaty" (exaggerations of typical) social problems; and where career guidance is maintained to be at its best. The principles of humanistic psychology are introduced and utilized throughout. (Author)