The purpose of the study was to examine the effects of customized individual counseling interventions on the career and college readiness of adolescents within foster care. An intervention program, consisting of customized individual interventions, entitled "Students That Are Reaching Success" ("S.T.A.R.S.") was created by the counselor/investigator. The three female participants were adolescents in foster care custody by a department of social services in a southeastern county and attended different high schools. The conceptual frameworks for "the S.T.A.R.S." program were: the Ecological Model for Human Development, Social Cognitive Career Theory (SCCT), Cognitive Information Processing Approach (CIP), and the American School Counselor Association's National Model. They were used as a foundation for creating individualized counseling interventions for each participant. An N = 1/A-B-A single-subject experimental design was replicated three times to enhance generalization of the findings and offset possible attrition of participation. After baseline (Phase A1) data were collected over a two-week period, participants met with the counselor/investigator individually for one hour, once per week, for six weeks during the treatment intervention program (Phase B). Outcome data were collected throughout Phase B. Following the six-week intervention, there was a two-week hiatus from the treatment when outcome data were collected again (Phase A2 repeated-withdrawal). The Career and College Readiness Self-Efficacy Inventory (CCRSI) was the measure from which the dependent variables were derived. The customized individual career and college readiness counseling intervention was the independent variable, and the four CCRSI career and college readiness self-efficacy factors were the dependent variables. The four CCRSI factors were: (a) college knowledge, (b) positive personal characteristics, (c) academic competence, and (d) potential to achieve future goals. Data from the baseline (A1), treatment (B), and withdrawal (A2) phases were analyzed via an R software package used for analyzing single-subject data. Descriptive data were presented. Autocorrelations were also calculated for each phase of each factor of the intervention for each participant. A regression analysis was used to determine if there was significant trend in any phase for each factor of the intervention. The Robust Conservative Dual-Criteria (RCDC) method was then used as a statistical analysis tool, and the G-index statistic was used to calculate effect size. A visual analysis was conducted in the form of line graphs and regression plot graphs. Furthermore, the fidelity of treatment was recorded in the counselor/investigator's field notes, and unforeseen participant and setting changes were both documented and discussed. Overall, the customized career and college readiness intervention program was most effective for increasing academic competence self-efficacy across all three participants. Very little change was shown for the potential to achieve future goals factor due to the high level of self-efficacy each participant presented initially as indicated by the high, consistent baseline scores. The intervention program was also most effective for increasing college knowledge self-efficacy in participants 2 and 3 and positive personal characteristics self-efficacy in participant 2. The Attitude Toward Treatment (ATT) social validity measure revealed there was a significant treatment effect across all three participants who all scored within the high range for attitudes toward treatment. Limitations related to methodology and recommendations for counseling practice and future research were shared. Recommendations for practice included the need for school counselors to create customized counseling interventions to meet the individualized career and college readiness needs of foster care youth, the need for counselors to establish bidirectional relationships between themselves and other members of the foster youths' support networks, and the need for college counselors to create support groups for transition-aged foster care youth within the post-secondary educational environment. Recommendations for future research included replication of the current study to increase generalizability to adolescents in foster care, research on the impact support networks have on the career and college readiness of adolescents in foster care, and additional research on the role school counselors can play in the career and college readiness of foster care youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]