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.