Social cognitive career theory (SCCT) is a valuable framework when developing applicable and appropriate career development interventions for students with disabilities. The use of SCCT in developing interventions will enhance the self-efficacy and outcome expectations of K-12 students with disabilities, thereby leading to more purposeful, realistic, and positive career beliefs and behaviors. This article explores the self-efficacy and outcome expectations of students with disabilities and discusses possible interventions for school and college counselors.