Improving the transition and reentry success of youth involved in the juvenile justice system requires comprehensive career development that offers access and exposure to real-world careers, builds self-efficacy, and provides instruction in skills and competencies aligned with labor market needs. This paper describes a STEM (science, technology, engineering, math) specific model of career development that uses the tenants of Social Cognitive Career Theory (SCCT) to enhance STEM self-efficacy, career goals, and outcome expectations for justice-involved learners. Using design-based research (DBR), the curriculum was developed to provide instruction and virtual STEM career exploration and employment activities in a tablet-based Universal Design for Learning (UDL) framework. Examples of student work are provided alongside teacher and researcher interpretations of student learning and visible SCCT constructs. Implications for practitioners to enhance the career readiness and employment success of justice-involved learners are offered.