Youth with disabilities face both internal and external barriers to career development and often experience poor post school outcomes in comparison to their nondisabled peers. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention--Motivational Enhancement Group Intervention (MEGI)--focused on increasing self-determination, vocational outcome expectations, and self-efficacy for high school students with disabilities. Based on the Ecological Model of Career Development, MEGI was designed to provide opportunities for active career exploration and choice. A pre-post test research design was used to explore the relationship between the intervention and the main study variables. The sample included 135 high school students and nine interventionists in six schools in the Pacific Northwest. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations.