Using a pre- and post-test design, this study examined the relation of an adult's credibility and message frequency to the beliefs of female high school students participating in a job-shadowing program. Hypotheses were based on the Elaboration Likelihood Model of attitude formation and change. Findings indicate that credibility of the adult moderated the relation between message frequency and student evaluations of the program's usefulness to their careers, and between message frequency and student confidence. Students perceived program participation to be more useful if adults were seen as having high credibility than if adults' credibility with the students was low. Additionally, a student's confidence in her ability to be successful in a job was positively related to message frequency, when the adults in the program were credible. Future areas of research for school-to-work programs using the Elaboration Likelihood Model are discussed.