Each year, millions of state and federal education funds are spent on career development interventions for America's teenagers. However, no uniform nomenclature, definition, and organization of these interventions exists in the professional literature. This hampers communication among and between practitioners, policymakers, and researchers. The lack of a comprehensive organization of these interventions makes quality research and program evaluation very difficult. To help remedy the problems of naming, defining, and organizing in the field of career development interventions, a study was conducted to: (1) identify comprehensive lists of career development interventions that occur in America's secondary schools; and (2) create a taxonomy of the identified interventions. Through consultation with career guidance practitioners and scholars across the country, as well as through examination of research articles, grant reports, and program manuals, a comprehensive list containing 44 interventions was established. These 44 interventions were then rated on five variables (time, mode, control, place, and size) by a random sample of the membership of the Guidance Division of the Association for Career and Technical Education. These ratings were then grouped empirically by means of cluster analysis, producing a four-cluster solution. The four clusters of career development interventions were titled work-based interventions; advising interventions; introductory interventions; and curriculum-based interventions. (Contains 44 references.) (KC)