Committees composed of representatives from major guidance organizations in Massachusetts developed guidelines for counselors to use in assisting teachers, students, administrators, and local citizens in implementing career education in the schools. The guidelines first present the rationale for career education, (defining it and distinguishing it from occupational, vocational, and technical education) and present the rationale for involvement of guidance staff in its implementation. The second section reviews some of the basic theoretical concepts of career development: trait-factor theory, sociological model, developmental theories, personality style, and psychological needs. Nine basic assumptions incorporated into the State guidelines are presented. Five phases describing the framework which may be used to develop a career education program over a period of time are itemized: readiness, awareness, exploration, reality-testing, and confirmation. The third section presents general and specific objectives as they relate to self, world of work, and career planning. Guidance services, discussed in part 4, include counseling, assessment, placement, providing occupational information, curriculum development, and research and evaluation projects. The final section presents implementation strategies in relation to influencing factors. A general bibliography (4 pages) and a list of selected readings (two and a half pages) conclude the document. (AG)