At both national and state levels, the delivery of career education has been recommended to follow an integrated model with a high level of staff participation across the school. However it has been found that in many schools the career education program is primarily delivered by a careers teacher. This study compared whether the recommended integrated model or the specialist careers teacher model delivered better outcomes for students in terms of their levels of career maturity. A survey of Victorian government schools in two regions identified the way the career education program was delivered in each school. The ten schools with the most integrated program were contrasted with the ten schools with the least integrated program. Year 11 students, selected from each school, responded to an instrument to assess their levels of career maturity. The measure used was a revised form of the Career Development Inventory-Australia. The main finding of the research is that the integrated model of delivery of career education programs did make a significant difference to the cognitive career maturity of the students in the selected Victorian government secondary schools.