Trait-factor theory, developmental/self-concept theory, personality theory, and behavioral theory are some of the major theories of career development. The first three (trait-factor, developmental/self-concept, and personality) have ties to the gestalt school because of the emphasis on the individual's relationship to the environment. Anne Roe's personality theory of career development integrates the concept of acting in response to and interacting with the environment. Goodstein's and Krumboltz and Thoresen's behavioral theories embody behavioral concepts portraying the client as a reactor, in a need/anxiety state or problem identification made because of early conditioning. The implications for career educators in two-year colleges involve these issues: (1) the need to serve full-time and part-time students of all ages; (2) the need to provide career development to students in the maturity spectrum from early dualism to commitment on the Perry Scheme; and (3) the need to fund student services in a time of retrenchment. A simple delivery system of career planning services is needed. Holland's Self-Directed Search seems suitable for these students. The outcomes of this instrument can be discussed at face value or used as a springboard for career decision-making. All two-year college educators helping students with career decision-making and planning should be aware of the theoretical bases of modern career development and be prepared to aid students in their development. (ABL)