The implementation of the American School Counselor Association (ASCA) national model has not been studied in nontraditional settings such as in virtual schools. The purpose of this quantitative research study was to examine the implementation of the career domain of the ASCA national model into the virtual high school setting. Social cognitive career theory, derived from Bandura's social cognitive theory, provides the theoretical foundation for this study. Two hundred fifty one virtual high school students were surveyed to determine their perceptions regarding being prepared to transition from high school to post-high school. A series of chi-square analyses were conducted in order to better understand the factors that contribute to students feeling prepared to transition from high school to post-high school settings. The grouping variable was grade level--ninth and tenth (lower classman) and eleventh and twelfth (upper classman). The independent variable was participation in an online career counseling program. Perception of preparation reported by high school students was the dependent variable. The chi square analyses did not indicate a statistically significant relationship between grade levels and ratings of preparedness. Virtual school counselors can use the information from this study to deliver purposeful career development opportunities to virtual high school students. This allows virtual high school students to receive the information necessary to make decisions related to career options. Implications for positive social change include knowledge and preparation that can help ensure virtual high schools are graduating students with the skills necessary to contribute to society. [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.]