A study was conducted to compare the effects of three career guidance methods on eleventh graders' career exploratory and decision-making behaviors. The study involved 66 volunteers (reduced by attrition to 48) who attended one of three six-hour, one-day sessions: guided field trips; cognitive decision-making training; or behavioral problem-solving training. Two self-report inventories, the Career Information Search Survey (CISS) and the Extent of Planning (EP) scale from the Career Development Inventory, and one specially designed behavioral measure, the Career Information Request, (CIR) were employed to assess career exploration. Career exploratory behavior was defined as the frequency of self-initiated career information-seeking incidents. Career decision-making behavior was defined as the extent of knowledge about and application of decision-making principles to career-related problems. Measures were taken to separate any observed effects of the career guidance methods from academic achievement level. A one-way multiple analysis of covariance (ANCOVE) statistic was computed for treatment effects. No demonstrable effects resulting from the one-day workshops were found, but the study has implications for guidance practices and research procedures. (KC)