Children's understanding of factors influencing their career choices was examined. Seventy-two children, in grades kindergarten, 4, and 8, responded to questions about their perceptions of career influences. Responses were coded to capture the nature of the influences identified, including the global versus specific and linear versus interacting nature of these influences. Further, influences were coded as existing proximal versus distal to the child. Results indicate that older children identified more career influences that were either specific or categorical and interacted in dynamic ways. No evidence was found for older children offering influences that existed at a systems level of organization.