In the past few decades, active labor market policies (i.e., government programs designed to help unemployed individuals find work) have increased the interest in lifelong career guidance across European Union countries. In 2009, Italy launched an integrated strategy for vocational education and training as well as career guidance (Ministry of Labour and Social Affairs, 2009). A particular focus of the Italy 2020 initiative was on supporting school-to-work transitions of young people. In 2010, the Italian national government, regional governments, and social partners agreed on guidelines for vocational education and training to create a framework of learning and guidance methods for assessing and developing youth's employability (European Centre for the Development of Vocational Training, 2011). However, a systematic national or regional vocational guidance program in Italian schools does not currently exist, and teachers who are responsible for providing vocational development activities have little or no training (Nota, Soresi, Solberg, & Ferrari, 2005). With the recent liberalization of the work market, counselors can now be hired by the government as self-employed professionals for specific projects even if the profession is not regulated by the national government (Remley, Bacchini, & Krieg, 2010). Nevertheless, Italian schools rarely offer counseling services. In a similar vein, evaluation research in the field of vocational guidance is a relatively new phenomenon in Italy (Di Fabio, 2012; Ferrari, Nota, & Soresi, 2012). The evaluation of career interventions may promote the growth of the Italian guidance system, because it provides feedback both to policy makers on the outcomes of their funding and to guidance practitioners on the quality of their performance. In addition, evaluation research allows clients to make informed choices regarding career services. In the international scenario, scholars have tried to respond to the stakeholders by increasing research on the evaluation of career interventions. Even if the findings are generally encouraging, it is not always easy to compare the evidence of different studies, because the evaluation models adopted and the outcomes of the interventions measured are different. In analyzing the findings of previous meta-analyses, Whiston, Brecheisen, and Stephens (2003) concluded that the lack of homogeneity in effect sizes is due to the fact that these studies included a diverse set of interventions with diverse outcomes, without considering the different career treatment modalities. Nevertheless, few evaluation studies have explored the intervention process and the actual mechanisms of change triggered by a career intervention. Gati and Tal (2008) suggested that helping clients make better career decisions should be the goal of career guidance. Choosing a career is a major turning point that affects the course of life of students at the end of high school; however, previous studies have shown that Italian students are often undecided and unready to make this choice when faced with the transition from school to university or work (Carr et al., 2014; Nota & Soresi, 2004; Nota, Ferrari, Solberg, & Soresi, 2007). Our purpose in this study was to investigate how a structured-group career intervention can improve students' capacity to respond to the vocational tasks associated with the transition from secondary school to university or work--that is, tasks involving the career decision-making process. Two important dimensions that characterize indecision are a lack of information and career anxiety (Brown et al., 2012). For this reason, the present study focused on the effect of the intervention on career exploration and career choice anxiety. Specifically, we adopted a self-determination theory (SDT; Ryan & Deci, 2000) perspective to explore the role of career decision-making self-efficacy in enhancing career exploration and reducing career choice anxiety. …