Native Americans are highly underrepresented in science, technology, engineering, and math (STEM) careers; however, little research exists concerning how to promote Native Americans' participation in STEM. In this study, we address this gap by examining variables hypothesized to promote participation using the career self-management (CSM) model among Native American college students with STEM career goals. Results of stepwise regressions demonstrated that academic achievement along with the problem-solving aspects of career self-management (CSM) self-efficacy and instrumental assistance from parents, peers, and others in students' schools and communities predicts clearer, more specific, and more personally congruent goals; and that these goals along with self-efficacy and instrumental assistance predict career exploration. Contrary to hypotheses, neither STEM outcome expectations nor gender was related to goals or exploration. These findings suggest that CSM can be used to guide research regarding the STEM career development of Native American college students.