The purpose of this study was to compare the career maturity, self concept, and academic achievement of female students enrolled in intensive business training (IBT), cooperative vocational office training (CVOT), and regular business education programs. A sample of 240 students, equalized into three groups on the basis of IQ scores, were given the Career Maturity Inventory-Attitude Scale and the Tennessee Self Concept Scale. Overall grade averages were taken from the students' cumulative records (Grades 9-12). One-way analysis of variance was employed to analyze the data, and the Duncan's Multiple Range Test was used to determine the location of significant differences. All variables were correlated. When compared on the variable of career maturity, the CVOT students exhibited a higher mean than the regular students. When compared on the variable of overall self-concept, the CVOT students were significantly higher than the IBT students. Regular students demonstrated significantly higher grade averages than the IBT students, but the regular students' averages were not significantly different from the CVOT students' averages. When the total group was analyzed on the basis of grade level, it was found that grade 12 scored significantly higher than grade 11 students in career maturity and self-concept. High correlations were observed when all the variables from all the groups were combined. (Author/BM)