A longitudinal model assessing the relationship between indices of career development (career planfulness and career expectations) and school engagement (belonging and valuing) was examined through structural equation modeling for a multiethnic sample of urban 9th-grade students (N = 416). The model was examined within the context of a career planning intervention implemented in 2 ethnically and racially diverse urban high schools. Higher levels of career planfulness and expectations at the beginning of the year were associated with increases in school engagement over the course of the year. The observed relationship between career planfulness and expectations and school engagement is consistent with emerging models of career development (e.g., R. T. Lapan, 2004) that seek to explicate the value of career development programming as a component of educational reform.