For the majority of individuals vocational orientation is an ongoing, usually lifelong developmental process. Therefore, it would be advisable to integrate vocational orientation in the present school structure and the curriculum in upper secondary education. Thus, students could be supported and accompanied in the process of career orientation. Currently, however, 'vocational orientation' is only part of the curriculum in lower secondary education. In the curriculum of upper secondary education career orientation is not mentioned at all(Dichatschek, 2005). Among other topics, the present diploma thesis deals with the lack of vocational orientation in upper secondary education, with different theories of career choices as well as endogenous and exogenous influence factors on vocational orientation in general. In order to underline the importance of vocational orientation in upper secondary education an instructional concept was developed and taught in three Styrian grammar schools. Afterwards, it was evaluated by students as well as teachers, using questionnaires with regard to the thematic fields of usefulness, interest, understanding, challenge, quality, difficulty as well as the probability to master the learning contents. The results show that in all thematic fields the instructional concept was assessed positively and it was ranked above average. Teachers assessed the usefulness and the potential to attract interest higher than students. This allows the assumption that the students do not yet fully comprehend the importance of the ongoing development of the vocational orientation process, as opposed to teachers. In order to promote the importance of this process, the instructional concept may serve as a stimulus for teachers.