Self-efficacy concept was described as belief related to practicing the order of behaviors with individual’s capacities in a successful way by Bandura (1977; 1986). Self-efficacy expectations are postulated to influence behavioral choices, performance, and persistence. Self-efficacy is thought to have four primary sources: performance acoomplishments, vicarious usal. Within psychological counseling, the application of self-efficacy theory to career choice behavior has been especially important, both the theoretically (Borgen, 1991; Hackett and Lent, 1992), and to design of career counseling interventions (Betz,1992). Self-Efficacy Theory was applied first in career counseling field by hackett and Betz (1981). According to Betz (2000) selfefficacy concept contributed to either career counseling or career development theories and became the subject of a lot of study. In particular, there have now hundreds of studies investigating the importance of self-efficacy to educational and career development with respect to educational and career development with respect to career-related behaviors. These studies have included mathematics self-efficacy (Lopez, Lent, Brown, and Gore,1997; Özyürek, 1995), and self-efficacy for occupational tasks (Rooney and Osipow, 1992), and career search self-efficacy (Solberg, Good, Fischer, Brown, and Nord, 1995; Bacanlı, 2006). Because of its importance to career decision making self-efficacy has received probably the most study attention relative to other domains of career behavior. Career decision-making self-efficacy, derived directly from Bandura’s self-efficacy theory (Taylor and Betz, 1983), relates specifically to a person’s belief that he or she can successfully accomplish the tasks and behaviors associated with making career decisions. Research indicates that career decision-making self-efficacy is related to other career choices behaviors. For example, career decision-making self-efficacy is negatively related to career indecision (Betz, Klein and Taylor, 1996). There are positively significant relationships between career decision-making self-efficacy and career maturity (Anderson and Brown, 1997; Creed, Patton and Prideaux, 2007; Luzzo, 1995), vocational identity (Betz, Klein and Taylor, 1996; Robins, 1985). The other studies indicated that career decision-making self-efficacy was a strong predictor of exploratory behavior in both the self and environmental domains (Blustein, 1989; Brown, Darden, Shelton, and Dipoto, 1999). These studies were investigated on high school and university students samples. The studies about elementary school students’ career decision-making self-efficacy are few studies and these studies are mostly about development of measurement studies (Bozgeyikli, 2004, 2005; Post-Kammer and Smith, 1986; Betz, Klein, and Taylor, 1996). According to Ginzberg, Ginsburg, Alexrad and Herma (1951), Gottfredson (2002) and Super (1953, 1990) career development is a dynamic process which starts in childhood, embeds in the following development stages and continues during life span. When an assessment is made from this angle, elementary school years are the periods in which the students’ the attitudes about career decision making and behaviors about this concept are developed. Roe (1956), Super (1990) and Gottfredson (2002) emphasized that the researchers neglect observing the variables which affect the career development in childhood and the variables which affect this development. The theoretical model about career development in childhood period in career psychology was developed by Super (1990). Super (1990) developed a theoretical model by referring the curiosity and observing behaviors of children studies of Buehler (1935) and Jordaan (1963) in order to determine the dimensions of career development in childhood period. This model is constituted of nine dimensions namely, curiosity, research, information, key figures, interests, locus of control, time perspective, self concept and planning. According to Super (1990) children’s gaining the behaviors in these nine dimensions in a successful way causes learning problem solving and decision making behaviors in a successful way. When four informative sources, which provide suitable environment for self efficacy belief, are taken into consideration Super’s level of fulfilling the behaviors which constitute the content of career development model in childhood period has an important place to observe. Thus this research’s main aim is to determine whether Super’s (1990) 8th grade elementary school students’ gender and fulfillment levels of career development in childhood model’s behaviors in curiosity, observing, information, key figures, interests, locus of control, time perspective, self concept and planning dimensions predict career decision making self efficacy beliefs (Assessing of Personal and Occupational Features (APOF), Occupational Information (GOI) and Realistic Planning (RP) or not. Participants 756 8th grade elementary school students (361 female (47,8%), 395 male (52,2%)) who were educated in 2008-2009 educational year fall semester in Konya city center public elementary schools. Instruments Career Decision Making Self-Efficacy Scale (CDMSES): Career Decision Making Self Efficacy Scale (CDMSES) which was developed by Bozgeyikli (2004) for 8th grade elementary school students was used in order to determine the levels of being efficient in career decision making of students. In this scale there are three sub dimensions namely, Assessing of Personal and Occupational Features (APOF), Gathering Occupational Information (GOI) and Realistic Planning (RP). These sub dimensions have 11 items, 8 items and 8 items respectively (total 27 items). This scale is 5 degree Likert type scale and can be applied either personal or group level. Career Development Scale for Childhood (