Social Cognitive Career Theory (SCCT) presupposes that contextual supports play key roles in the career development process. However, little research has examined the relationship between high school career development experiences and persisting in a college major. The present study examined the predictive influence of the contextual support factor of high school career development experiences on college major persistence. The study also examines the relationship between high school career development experiences, career development self-efficacy (CDSE) beliefs and college major persistence. In order to determine the potential predictive relationship between high school career development experiences and college major persistence, an electronic survey was administered to students at a mid-size northeastern university who had completed at least one semester at the university. The survey assessed students' high school career development experiences and career self-efficacy. This new measure of students' self-reported perceptions regarding their high school career development experiences and demographic data was developed for this study. A widely utilized career self-efficacy scale developed by Betz, Klein and Taylor (1996) was also utilized to assess students' career self-efficacy. Results from regression analysis indicate that CDSE is predictive of college major persistence and, that high school career counseling (HSCC) experiences influence career development self-efficacy (CDSE). However, results did not estabish a direct relationship between HSCC and college major persistence. Theoretical, practice and research implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]