Undergraduates (n=108) were assigned to six groups: computerized Career Decision-Making (CDM), computerized Self-Directed Search (SDS), CHOICES, CDM and SDS, wait-listed, or control. Teaching decision-making strategies through CDM improved short- and long-term vocational identity; the informational approach (CHOICES) had long-term impact. Despite its lack of significant impact, students were more satisfied with SDS.