Introduction Quaglia and Cobb define a student’s aspiration as the ability to establish future goals and to be motivated in the present to pursue them (Quaglia & Cobb, 1996, p. 130). Job aspiration specifically refers to an individual's desire for future employment (Powell & Butterfield, 2003). In Iran, students are expected to formulate career goals during the first cycle of high school, marking a critical period for job-related decision-making. The choices students make regarding their academic fields of study and career paths are essential components of effective career guidance. Having clear job aspirations before entering the second cycle of high school significantly influences students’ professional lives and future success. To understand these aspirations fully, educators must recognize the factors that shape them to intervene effectively (Herbert, 1989). Additionally, it is crucial for governments and policymakers to grasp students’ job and educational aspirations in order to design strategic programs that promote educational and economic success. Consequently, our study aimed to investigate job aspirations, psychological and social predictors, and perceived reasons for job choice among lower secondary students in Iran. Materials & Methods The target population consisted of all lower secondary students in Urmia during the academic year of 2022-2023, totaling 24,000 students. To ensure maximum representation, 1,200 students were randomly selected from various schools throughout the city, with the distribution by sex and school type mirroring the proportions of the target population. Data were collected through interviews and questionnaires. The questionnaires included demographic questions, open-ended items, and Likert-type scales. The demographic section gathered information on the participants' school type, gender, academic major, and parents' educational levels and occupations, as well as total family income. Three open-ended questions were designed to assess students' degree and job aspirations, along with their parents’ degree aspirations for them. Additionally, Likert-type scales were used to collect data on academic self-concept, parental involvement, academic self-efficacy, socio-economic status, and student-teacher relationships. The data were analyzed using SPSS, utilizing descriptive statistics, correlation coefficients, and hierarchical regression techniques. Discussion of Results & Conclusion The results of this study revealed that over half of the participants (61.5%) aspired to earn a Ph.D., followed by 31% aiming for a master’s degree and 5.9% hoping to attain a bachelor’s degree. This trend reflected a strong ambition among students. A key finding of our analysis was that students' Grade Point Average (GPA) was one of the most significant predictors of job aspirations. Previous research supported the idea that academic performance prompted students to reassess their educational and career goals (Turner, 1964; Welsh, 1997). This self-evaluation process might explain why students with higher academic performance tended to have more ambitious career aspirations. Furthermore, our findings indicated a significant positive relationship between academic self-efficacy and job aspirations, consistent with earlier studies that emphasized the importance of self-confidence in academic abilities (Betz & Hackett, 1981; Nauta, Epperson, & Kahn, 1998; Nauta & Epperson, 2003; Mau, 2003). Self-efficacy influenced individuals' choices, the effort they invested in their pursuits, and their responses to challenges (Bandura, 1977, 1986, 1995). The strong correlation between academic self-concept and job aspirations further supported the findings of Rinn (2005, 2007), highlighting that students' perceptions of their academic abilities played a crucial role in shaping their career goals. Our analysis also underscored the impact of degree aspirations on job aspirations, confirming that students' ambitions regarding higher education significantly influenced their career goals. Additionally, the occupational status of the students' fathers was found to be associated with their aspirations, indicating an intergenerational influence on career choices. Herr and Cramer (1996) noted that socioeconomic status can affect access to information about employment, work experiences, and occupational stereotypes, thereby shaping vocational interests. Importantly, our results demonstrated that the average socioeconomic status of a school was a strong predictor of students’ career aspirations, even after controlling for factors, such as school type, parental income, education, and occupation. This finding highlighted the need for schools to consider the socioeconomic context of their student populations when developing programs and resources aimed at enhancing career aspirations. Regarding career choices, our findings revealed that medical-related careers were the most frequently selected paths among participants, with 52.4% expressing this preference. Notably, none of the participants chose science-related or technical careers. This trend could be partly attributed to the fact that the unemployment rate for graduates in medical fields was only 4.5%, significantly lower than the national average of 40% (National Census Centre, 2022). Furthermore, the reasons participants cited for their career choices highlighted that monetary gain, the high prestige associated with their chosen careers, employment rates, and family economic status were prioritized as the most important factors influencing their decisions. In contrast, fewer students indicated that their aspirations were primarily driven by personal interests, revealing a significant gap between this factor and the others. This underscored the influence of perceived barriers, such as unemployment and family economic conditions, on career aspirations, reinforcing the idea that students' choices are shaped not only by their ambitions but also by the socio-economic realities they encounter. Additionally, the Technical and Vocational Training Organization reported that 40% of its clients seeking various skills were university graduates (Iran Technical and Vocational Training Organization, 2023). This situation reflected a waste of time and resources for both families and the government. If these individuals had received proper guidance from the outset, such outcomes might have been avoided. Overall, these findings enhanced our understanding of the interplay between academic performance, self-efficacy, socio-economic factors, and job aspirations among students. The results of this study can have important implications for future planning efforts focused on developing and implementing effective interventions.