This study examined the effectiveness of the computer-assisted career guidance system, FOCUS-2, on 1st-year college students’ social cognitive career development. Specifically, the authors assessed career decision self-efficacy (CDSE) and assessment of attributions for career decision making (AACDM) using repeated measures analyses of variance with a sample of 1st-year college students (N= 420). Effectiveness was measured as a change in participants’ CDSE and AACDM scores from pretest to posttest. Results demonstrated that participants’ interaction with FOCUS-2 was associated with increases in participants’ CDSE and alteration to a less optimistic style for AACDM. Gender, race, academic major status, and the amount of time using FOCUS-2 were also considered. Implications for practice are explored.