Career exploration works best when teens can connect an interest to the actual tasks, training, and work settings behind a job title. These 10 activities range from quick online research to conversations, community projects, and workplace experiences, so teens, families, and educators can choose an approach that fits their time, access, and comfort level.
1. Take the O*NET Interest Profiler
The O*NET Interest Profiler, available through the U.S. Department of Labor’s My Next Move website, asks about activities a person may enjoy and connects the answers with career options. Its results use six interest areas—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—so a teen can notice patterns without treating one result as a fixed career assignment. Choose a few suggested occupations and look up their everyday tasks, education requirements, and work environments; that follow-up turns a quiz into a useful starting point for questions and further exploration.
2. Compare Three Occupations Using the BLS Handbook
Ask a teen to pick three jobs that sound interesting, including one that seems familiar and one they know little about, then investigate them in the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook. Each profile describes typical duties, work settings, entry-level education, and other information, which helps correct assumptions—for example, a job title may involve far more documentation, customer contact, or technical preparation than expected. Compare the occupations in a simple table and note which details come from national sources; local openings, wages, and training options can differ, so the handbook is a guide rather than a prediction about a particular town.
3. Conduct an Informational Interview
An informational interview is a short conversation with someone about their work, not a request for a job, and a teen can arrange one through a family connection, school contact, community group, or a professional who agrees to speak. Prepare questions such as what a typical day involves, which skills matter most, and what the person wishes they had known before entering the field; avoid asking for confidential information or assuming the person can offer an opportunity. With the adult’s permission, take notes afterward and identify one follow-up step, such as learning a software tool or researching a training route, so the conversation leads to action rather than just a pleasant chat.
4. Arrange a Job Shadow
During job shadowing, a teen observes a worker for a limited period and sees how tasks unfold in a real setting, including routines that a career website may not capture. A school counselor, teacher, family contact, or local employer may help identify a host, but the host and school or guardian should agree on the schedule, supervision, privacy rules, and any safety requirements beforehand. The student should observe rather than perform duties they are not trained or authorized to do, especially around equipment, customers, patient information, or restricted areas; afterward, a short reflection on what felt engaging, difficult, or surprising helps turn observation into a better-informed choice.
5. Visit a Career Fair With a Question Plan
A school, community college, workforce organization, or local employer may host a career fair where teens can speak with representatives from several fields in one visit. Before going, choose a few areas to explore and write practical questions about entry-level tasks, required credentials, high-school courses, and ways to gain experience; a specific question usually starts a more useful conversation than simply asking whether a field is interesting. Teens can practice a brief introduction that includes their school year and an area they are exploring, then write down names or resources they are invited to follow up on, while respecting that some events may focus on adult hiring rather than teen opportunities.
6. Volunteer in a Role With Career-Relevant Tasks
Volunteering can help a teen test interests while contributing to a real community need, and the tasks matter more than the organization’s label. At an animal shelter, for example, an approved volunteer role might involve organizing supplies or supporting public events; a food pantry may need help with sorting, inventory, or welcoming visitors, depending on its policies and age rules. Before signing up, ask what duties are available to minors, what training and supervision are provided, and how much time is expected; afterward, describe the skills practiced—such as customer service, teamwork, or record keeping—with concrete examples rather than claiming a job title the volunteer did not hold.
7. Build a Small Project and Document the Process
A self-directed project gives a teen a low-stakes way to try a career-related task and show evidence of what they learned. Someone curious about design might create a poster series for a school club, while a teen interested in coding could build a simple website or a small game; a student drawn to environmental work might map shade or litter around a neighborhood using observations and a clear method. Keep drafts, screenshots, photos, or a short explanation of the goal, decisions, challenges, and result in a portfolio, while avoiding personal information or images shared without permission; the finished work can prompt specific feedback from a teacher or mentor.
8. Explore a Career and Technical Education Course
Career and Technical Education, often called CTE, lets students study career-connected subjects alongside academic coursework, with programs varying by school and district. Depending on local offerings, a teen might investigate health science, information technology, construction, agriculture, culinary arts, business, or another pathway, then ask a counselor about prerequisites, course sequences, equipment, and whether the program includes supervised work-based learning. A course is worth considering when its actual activities fit the student’s interests and schedule—not simply because a career sounds promising—and students should check what credentials, if any, a specific program prepares them to pursue rather than assuming every course leads to certification.
9. Practice a Resume and Mock Interview
A teen can prepare for a first job, internship, or volunteer application by making a one-page resume that presents school projects, activities, relevant coursework, and responsibilities honestly, even if they have not held a paid job. A teacher, counselor, or trusted adult can run a mock interview using common prompts such as describing a time the student solved a problem or worked with others, then offer feedback on clarity and examples rather than personality. Use the practice to identify skills that need stronger evidence and to learn how to explain them; before applying for any real position, check local youth-employment rules and the employer’s age, schedule, and safety requirements.
10. Research Internships, Work-Based Learning, and Apprenticeships
Ask a teen to find out what structured experience actually exists nearby: a school-arranged work-based learning placement, a summer internship, or an apprenticeship pathway may provide exposure to a field, but eligibility and availability vary widely. Search through the school counselor, local workforce organizations, employers, community colleges, and the U.S. Department of Labor’s Apprenticeship.gov resource, then check age limits, application dates, supervision, transportation, compensation, and required permissions directly with the program. If a teen is not yet eligible, the research still pays off by revealing which courses, skills, or later application steps matter, and it helps distinguish a genuine training opportunity from an informal promise of experience.
How to Choose
Start with the question the teen wants answered. If they are unsure what kinds of work might suit them, an interest profiler or comparison of occupations can generate possibilities; if they already have a field in mind, an informational interview, job shadow, or targeted project can test whether the daily work matches the idea. The best activity is not necessarily the most formal one: a short conversation can be more revealing than a large event when the teen has thoughtful questions and access to someone willing to answer them.
Consider practical limits before committing. Check the teen’s age, school calendar, transportation, costs, caregiver or school permissions, accessibility needs, and any requirements for safety or confidentiality. For programs involving work with minors, ask who supervises participants and what tasks they may perform; for volunteer or job options, confirm expectations directly rather than assuming every organization accepts teens. A manageable activity that can be completed and reflected on is often more useful than an ambitious plan that cannot fit the student’s schedule.
Finally, make the activity produce a next step. Afterward, ask what the teen learned about the tasks, setting, people, training, and trade-offs—not only whether they liked it. They might decide to try a different course, speak with another worker, revise a project, or rule out one path for a specific reason. Career exploration is a process of gathering evidence, and changing direction after learning something new is a productive result.
Frequently Asked Questions
At what age should teens start career exploration?
There is no single required age. Younger teens can explore interests through projects, clubs, and conversations, while older teens may also research courses, jobs, and programs with age-specific requirements.
Do teens need work experience before choosing a career?
No. Work experience can reveal what a setting is like, but research, class projects, volunteering, and conversations with workers can also provide useful information without requiring a teen to commit to a career.
How can a teen explore a career if they do not know anyone in the field?
They can ask a school counselor, teacher, librarian, community organization, or local college about public career events and possible contacts. The BLS Occupational Outlook Handbook and My Next Move are also accessible starting points for researching occupations.
Should parents choose the activities?
Adults can help with logistics, safety, and access, but the teen should have a say in which questions to investigate. Letting the student choose among realistic options can make the activity more relevant and encourage follow-through.
What should a teen do after an activity?
Write down what they expected, what they observed, and what they want to learn next. Save appropriate project evidence or contact information only with permission, then use the notes to choose a practical follow-up.
Final Thoughts
Career activities are most valuable when they help teens see real tasks, ask better questions, and make a next decision—not when they force an early, permanent choice. Pick one accessible activity, reflect on what it reveals, and build from there.