HIGH SCHOOL STUDENTS ARE EXAMINING AND INTERNALIZING VALUES. THEIR FEAR OF COMMITMENT TO ANYTHING DEVIATING FROM ACCEPTED VALUES MAY HINDER THEIR CLARIFICATION OF PERSONAL GOALS AND VALUES. THE DECISION-MAKING PROCESS SHOULD BE AN IMPORTANT PART OF THE GUIDANCE PROGRAM. STANDARD QUESTIONNAIRES DO NOT PROVIDE INFORMATION ABOUT SPECIFIC FACTORS WHICH AFFECT PERSONAL DECISIONS SUCH INFORMATION IS MORE EFFECTIVELY OBTAINED THROUGH EVALUATION OF SPONTANEOUS SAMPLES OF STUDENTS IN A DECISION-MAKING SITUATION. RELATED QUESTIONS INCLUDE--(1) WHETHER ONLY THE MATURE, INDEPENDENT STUDENT CAN EFFECTIVELY EXAMINE SUBJECTIVE DESIRES, (2) WHETHER COUNSELORS SHOULD USE STUDENTS' AFFECTIVE REACTIONS TO ALTERNATIVES AS A BASIS FOR WORKING WITH THEM, (3) WHETHER THE HIGH SCHOOL STUDENT IS ABLE TO DISTINGUISH PERSONAL VALUES FROM PEER, COMMUNITY, OR SCHOOL VALUES, AND, IF NOT, SHOULD THE COUNSELOR WORK WITH THE STUDENT TOWARD CLARIFYING AND DISTINGUISHING THE TWO, AND (4) WHETHER THE LIMITED LIFE EXPERIENCE OF THE HIGH SCHOOL STUDENT ALSO LIMITS RATIONAL UTILIZATION OF VALUES IN DECISION MAKING. EXPERIENCES WITH GROUP COUNSELING, GROUP EXPERIENCES WITH A SIMULATION LIFE CAREER GAME, GROUP GUIDANCE SESSIONS ON DECISION MAKING, AND INDIVIDUAL COUNSELING WHICH HELPED STUDENTS DEVELOP VALUES AND MAKE DECISIONS ARE DESCRIBED. SUGGESTIONS FOR FURTHER RESEARCH ARE GIVEN. THIS SPEECH WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., APRIL 6, 1966). (PS)