School counselors, as career counselors, play an important role in the career development of K-12 students. However, there is a significant research gap in understanding the unique role of elementary school counselors in addressing the career development of younger African American students and their contribution to creating opportunities and access to STEM (Science, Technology, Engineering, and Math) education and careers. The purpose of this dissertation study was to understand the process behind elementary school counselors' creating, implementing, and evaluating career and STEM-focused interventions for African American students using a critical-constructivist approach. The framework developed, titled "Career Development and STEM Interventions for African American Students: Student-Led, Student-Focused, and Student-Voiced," was the result of six clusters involving a process that is student-led, student-focused, and student-voiced. To illustrate the process that was discovered during the analysis, graphics are shown to visually represent the core category and the six clusters, which include the identity and role of school counselors, external support, identifying student needs and interests, developing engaging career interventions, implementing interventions, and evaluating outcomes. [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.]