The advent of federally funded programs to promote career development within the regular school curriculum has posed the problem of identifying or developing instruments which provide valid and reliable information to assess the effects of these programs. This study investigates the relationship between a number of noncognitive variables and the cognitive content (career information) of a career development project. A variety of instruments were administered on a pilot basis to a sample of 80 seventh and eighth graders. A revised form of the original instruments was administered to a sample of 122 students from the same school the following year. The samples consisted primarily of low socioeconomic blacks and represented the school's composition. Results indicate that there are substantial and apparently stable correlations between control of environment, acceptance of responsibility for choice, and the amount of career information that students acquire in a career education program. There was an absence of correlation between program assessments by students and the other variables although such assessments were solidly positive, suggesting strongly that student assessment of the program is not a reflection of student maturity or cognitive success in the program. (Author/CJ)