We surveyed 280 students (61% girls; M = 15.3 years) and, in the context of goal setting theory and self-regulation, tested a cross-sectional model in which goal orientation (learning, performance-prove, performance-avoid) was viewed as an antecedent to self-efficacy and outcome expectations, self-efficacy and outcome expectations were tested as antecedents to goal setting, and goal setting tested as an antecedent to career-striving behaviors (exploration, planning). After controlling for educational achievement, learning orientation was directly, positively, associated with self-efficacy and outcome expectations, and indirectly associated with career aspirations, career exploration, and planning; and performance-avoid orientation was negatively associated with self-efficacy.The study demonstrated that goal orientation is an important variable to consider when examining career development in adolescents.