McDonald, Shaina2021-01-202021-01-202021-01-20http://hdl.handle.net/10393/41694http://dx.doi.org/10.20381/ruor-25916The aim of this study is to examine Ontario post-secondary students’ perceptions of their career development experiences. The overall expectations of career education in the last two decades in Ontario have included: understanding personal competencies and interests, becoming successful and contributing members of society, and more recently, learning how to make informed life choices (MOE, 1999; 2013; 2019). This qualitative research uses Stake’s (1995) case study approach, which considers four main perspectives: holistic, empirical, interpretive, and emphatic, and will be utilized to investigate and analyze seven individual interviewed cases of post- secondary students’ perceptions, and experiences of career development in Ontario. The data show the role of educators, extra-curricular activities, and specified events and influences as critical to participants’ development, and recommendations. Participants shared recommendations including: wanting increased options for personalized learning, more transitional and career-related information provided, and the need for a better understanding of transferable skills. Overall, the research reveals that Ontario students require additional support for a smoother transition to post-secondary pursuits.enCareer development21st century skillsStudent supportTransitionOntarioCase studyThesis