Our study is part of a broader longitudinal study of a state-mandated career-focused school reform policy. We investigate whether career and technical education (CTE) and non-CTE students differed in interactions with guidance counselors, level of participation in career planning and development, and beliefs about the relevance of having a career major to their educational and career goals during early stages of policy implementation. In spring 2011, we surveyed 1,077 seniors in the Class of 2011 from eight high schools located in economically and culturally diverse regions of South Carolina. Results indicated statistically significant differences in student responses: CTE students reported higher levels of involvement in career planning and careerrelated activities than non-CTE students for most measures; however, in other areas, their responses were similar. Results show that EEDA may lead to positive changes in the relationship between counselors and all students and influence student expectations for future education.