A career planning workshop program was conducted for New York City twelfth-grade female students intending to enroll in community colleges. Its purpose was to assist them in the transition to college while motivating them to consider nontraditional courses of study. In an attempt to increase participants' interest in male-dominated career programs, improve decision-making capability, and actively involve them in career planning, the four-day workshop was planned to incorporate sessions wherein participants would interact with adults in a structured, organized, supportive environment that treated them as adults. Using written and oral exercises, lectures and discussions, and games and role playing, the eighty-four participants underwent a similar experience that, overall, was judged effective in facilitating self-understanding and appreciation of educational-vocational options--nontraditional ones in particular. College women--usually experienced counselors--led the small-group sessions (fifteen or fewer per group) which focused on self-understanding and mathematics (both student experiences and "math anxiety"), career planning, and setting goals. Large group sessions dealt with college and occupational requirements, panel discussions, gathering career information, and individual presentations by professional women and college students. Reaction to the program was strongly positive: Group leaders valued the experience, while student attenders received occupational information, learned new skills, and interacted with a large number of adults (including mathematicians and college students). Workshop organizers plan to conduct a comparative follow-up of attenders and non-attenders as a long-term study. (CP)