Career decision-making is critical involving the selection of a career path that aligns with one's interests, skills, and values. Many students, however, find it difficult to determine their career pathways for one reason or another. Ultimately, their ability to decide can be impacted by their self-awareness and assessment, interactions within the social environment and participation in effective career education programs. The social learning theory implies that engagements and interactions in social settings can have a deliberate and profound impact on shaping how individuals interpret and make meaning of different aspects of their lives. Premised on this, the study allowed six post-secondary students the kind of exposure recommended by the theory and thereafter attempted to explore their experiences of by outlining and explaining how social learning-informed strategies influenced their career choice. The narrative inquiry approach within a semi-structured interview setting provided concrete data, as students shared their stories on the issue. A thematic approach to analysing the data was used to present the findings. The results of the study revealed four key findings, which confirms that the social learning theory is a power tool that can be used by educators to address issues, particularly those related to student career maturity. [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.]