ABSTRACT
Career education in secondary schools has received increasing attention, yet its practices in high-stakes examination contexts (such as the Chinese college entrance examination) remain underexplored. This study addressed this gap by investigating graduates’ reflections on a typical career education program at a large high school in Mainland China using the CIPP (context, input, process, and product) model. Data were collected through in-depth interviews with 15 graduates of varying academic achievement levels, who had participated in the program during its first 3 years of implementation. Thematic analysis uncovered the complex dynamics of program implementation and the program’s role in students’ personal development and career navigation during a critical and stressful period. The findings have implications for enhancing the effectiveness of career education, suggesting that more proactive approaches can be taken in high-stakes contexts, particularly through innovations in program planning, teacher expertise, and parental involvement.