Vocational choices and hence the process of choosing a profession that fits to one's personality appear to be a difficult and complex task for most young adults. Personal interests and values as well attitudes have to be adapted to the conditions and requirements of a respective profession. Also, sociatal conditions may have an influence. The development of specific interests and preferences starts already early in childhood and, therefore, is strongly influenced by the socialization in the family (Hartung, 2013; Lent, 2013). However, school and instruction, learning and socialization in school play an important role in vocational orientation and the development of competencies in vocational choices (Düggeli & Kinder, 2013; Eder & Hofmann, 2012). Especially gender-specific differences in career choices, which may stem from gender-stereotypical perceptions, can be counteracted with certain curricular and extracurricular interventions (Luttenberger et al., 2014).The main aim of this diploma thesis is to develop and to evaluate an instructional concept on how to support vocational choices in upper secondary education. It is concerned with gender-specific differences and aims to foster occupational competencies. The concept, which consists of two instructional units, was evaluated by 55 students of the 11th grade secondary school as well as 17 in-service and pre-service teachers. In the diploma thesis, the results of the evaluation as well as suggestions for improving the instructional units will be described. Thus, the diploma thesis gives suggestions how to implement vocational orientation in upper secondary education and presents an instructional concept for the support of career orientation.