Career development theory, although most highly developed for persons in the first two or three decades of life, can help counselors plan ways to work with older persons. The career development theories of Super, Tiedeman, Holland, Blau and other sociologists, Ginzberg, and Krumboltz, as well as the developmental theories of Levinson, Gould, and Neugarten are briefly reviwed to support this assertion. Although applications should be made with caution, concepts from these theories seem to have potential for enhancing the effectiveness of counseling of older persons. There seems, however, to be an increase in research and theory-building on the career development of this age group: more helpful guidelines can be expected in the future.The 1970s have witnessed an emerging concern for the career development of older persons-those 50-55 and older. Before this, there had been little research or theorizing about the needs of this group. There seemed to be an assumption that after the 30s. occupational life proceeded rather smoothly, with perhaps only a slight discontinuity at retirement. Then in the halcyon years after work, there would be time for travel, grandparenting, or shuffleboard in Florida. (The midlife period has also come under scrutiny, actually more than the later years, but this period is below the age range considered here.) True, some theorists gave brief attention to the older age group, but most ignored it. The convergence of many factors, however, primarily the increasing average age of the population, with the resulting economic, legislative, and social concerns and repercussions, has made it essential for counselors to take a closer look at the unique career development needs and problems of the 50-and-older age group.Signs of this growing concern abound. Research and demonstration projects have been started, encouraged by the availability of funds. Legislation has pushed back the compulsory retirement age, or eliminated it in some sectors, and barred age discrimination in work. Professional associations have taken positions that view career development as a life-long process and emphasize the needs of the adult years ( Hansen, 1978), (National Vocational Guidance Association, 1973) . Programs, such as that described by Radding in this special issue, also illustrate a recognition of this new attitude.