Since its introduction in 1994, social cognitive career theory (SCCT) has attracted attention from researchers and practitioners in the United States and other countries. This article provides a review of selected research performed outside the United States regarding SCCT’s interest, choice, performance, and satisfaction models. Results of a database search identified 37 studies, which contained 41 independent samples from 21 countries and were published in the English language. The majority of these studies were conducted in Asian (e.g., China and Taiwan) and European (e.g., Portugal, Germany, and Italy) countries and tested the interest/choice and satisfaction models in adolescent and college student samples who were enrolled in courses or majors related to the field of science, technology, engineering, and mathematics (STEM; or Holland’s Investigative and Realistic themes). Existing international SCCT research offers robust evidence for the mediating role of self-efficacy, but less consistent support for that of outcome expectations, in the relations of proximal contextual factors to outcomes of interest, choice goals or goal progress, and academic or job satisfaction. Additionally, this review provides preliminary evidence for mastery experience and physiological state as two key sources of efficacy beliefs and for the effects of personality traits (e.g., positive affect and emotional stability) on academic or job satisfaction. Results of a recent meta-analysis are also summarized to offer an empirical synthesis of international SCCT research testing the choice model. Based on this review, directions for future international SCCT research are highlighted, and suggestions for career counseling are discussed.