Abstract
Responding to national and local initiatives, the career development profession has been engaged in efforts to aid understanding and facilitation of the school‐to‐work (STW) transition process. Vocational theory has been cited as one especially important area in which the career development field can contribute to the STW movement, yet career development theories do not typically highlight their relevance to the STW transition process. This special issue of The Career Development Quarterly features a set of articles that examine how several prominent career development theories (person‐environment fit, social learning, developmental, and social cognitive) can be brought to bear on the STW process. Three discussants assess the theories' utility as templates for studying and facilitating the transition from school to work.
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