Many career development theories recognise that the relationship between people and their environment constantly changes through historical and socio-political influences. Such theories emphasise the importance of systematic interpretations and general cultural influences on meaning-making. While such a view of meaning-making is important, we posit that practitioners with knowledge of their clients' cultural influences are better placed to encourage all clients to create their own meanings. This article explores the experiences of a group of immigrant native Japanese-speaking teachers to examine cultural influences on their career paths. It aims to help practitioners work with diverse populations.