This report is an examination of recommended and actual school-based guidance policies, programs, and practices for young adolescents. The information is drawn from Canadian and international publications, and from a survey of guidance and career education programs for grades 7-8 in Ontario boards of education and schools, called The 1990 Ontario Guidance Survey. Topics covered include the content of guidance programs, with emphasis on those programs most commonly delivered to 11-14 year olds, i.e., transition programs, dropout prevention programs, and career exploration programs. Special attention is given to the needs and interests of girls and special needs groups. The process of program delivery is also examined, encompassing collaboration between guidance staff and other school- and community-based personnel, including students in peer programs. Guidance programs, are also described and discussed. Data from The 1990 Ontario Guidance Survey are integrated to give a picture of current practice at both board and school levels. The place of guidance in middle-level schools is explored, in light of recent recommendations in Canada and the United States concerning the restructuring of schools for young adolescents. The literature surveyed establishes certain parameters for effective policy and practice in the development and delivery of guidance programs for students in grades 7-9. It is noted that measured against these guidelines, guidance in Ontario appears to be well developed in some respects, less in others. An example of strength is that survey respondents described programming priorities that reflect the developmental, holistic understanding of adolescents emphasized in the literature. A weakness, however, is that while the best programs and activities reported in the survey emphasize active, experiential modes of learning, most guidance programs continue to use more traditional and passive instructional modes. (ABL)