This paper identifies and compares the level of career maturity as measured by the Career Maturity Inventory (CMI) for students (N=221) in grades 9 and 12 in 1 suburban district in Nebraska. The participating school district was preparing for the implementation of a developmental, comprehensive, and competency-based guidance program. Specific baseline data related to several aspects of student career development was provided prior to implementation of the program. The CMI assessed career maturity values corresponding to a Competence Test, Attitude Scale, and Total Score. Analysis of data showed that students in grade 12 scored significantly higher than the students in grade 9 on the Total Score and Competence Test. No significant differences were found between grades for the Attitude Scale of the CMI. This finding was unanticipated, as career maturity is a developmental construct that is typically expected to increase with the age or grade level of students. Gender did not account for a significant amount of the variability in Total Score of the CMI. Results of an item analysis of the CMI are shared and discussed. (Contains 5 tables and 28 references.) (JDM)