The purpose of this dissertation in practice was to understand how participation in a career exploration/introduction to career and technical education (CTE) course with embedded digital tools certification implemented for fifth-grade students influenced how students thought about and articulated their career aspirations. The setting for this study was a rural, medium-sized school district located in northern Florida with minimal resources for supplemental education. An outcome study design was used through a qualitative case study to compare student perspectives from the beginning of the curriculum to how students felt after the curriculum had been taught. This focus was measured through pre- and post-perception interviews with students who participated in the curriculum. Analysis resulted in the identification of nine emergent themes that led to the development of two central domains. Findings underscored the value of career curriculum implementation in upper elementary school settings. Implications for K-12 school systems regarding timing and content of career preparation for students was also 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.]