Preparing students for both college and careers has been an explicit national policy objective for more than a decade. Recently, the "College for All" discourse prominent in the early 2000s has faded as more resources and attention have been focused on career-connected learning. New York City Public Schools (NYCPS) has been at the forefront of this shift, establishing a goal that all students have a "pathway to and preparation for a rewarding career and long-term economic security." As part of this push, NYCPS has expanded apprenticeship and internship opportunities and codified the expectation that every high school student receives individualized career and college advising and planning support. Despite the increased emphasis on college and career preparation, high school advising remains understudied, including in the context of formal career and technical education (CTE) programs. Together with partners from the CTE Research Network, the Research Alliance is engaged in a multi-state project that is investigating the role of advising in students' postsecondary transitions. The current report examines New York City high school students' perceptions of and experiences with college and career planning, the extent to which planning support differs across students and schools, and the link between planning support and short-term student outcomes. The study draws on the Senior Exit Survey administered in 2018, which was issued to only about half of NYC's high schools. Since that time, NYCPS has mandated the documentation of individualized advising plans for all high school students, meaning it is quite possible that students' experiences with advising have changed in recent years. Still, the authors believe their findings highlight challenges that will need to be surmounted to ensure all students are prepared for college and careers.