The possible utilities and limitations of computer-assisted career guidance systems (CACG) have been widely discussed although the effectiveness of CACG has not been systematically considered. This paper investigates the effectiveness of a theory-based CACG program, integrating Sequential Elimination and Expected Utility strategies. Three types of CACGs are examined: (1) Career Decision-Making (CDM) is a program that teaches theory-based career decision-making strategies; (2) Self-Directed Search-Computer Version (SDS-CV) is useful for clients who indicate a lack of adequate self-knowledge that relates personal characteristics to occupation; and (3) CHOICES has a strong emphasis on information access and retrieval. The results suggest that it is possible not only to integrate two decision-making strategies, but also that the integrated approach is effective in increasing students' vocational identity. The information approach (CHOICES) also had a significant long-term impact on students' vocational identity, but fell short of significant short-term effect. Students appear to favor the use of SDS-CV over CDM and CHOICES. The findings of this study may provide counseling practitioners with evaluative information for making purchasing decisions, but the paper cautions counselors from making decisions based on a single factor. (Contains 25 references and two tables.) (JDM)