In providing for quality outcomes for academically selected gifted and talented secondary students, the school in this study perceived a need to re-develop its career education program which was demand responsive, generic in approach and not aligned, as determined by student responses, to student needs. The study aimed at developing a career education program appropriate specifically for gifted and talented secondary students. The study's aims further evolved as the program development and evaluation processes progressed to encourage an ethos for the teaching of gifted and talented students which resulted in an integration of career education and student welfare. Identification of the stages in development and implementation of a career education program for gifted and talented students, the content and practices of such a program and the implications for the school, school district and wider educational community were subsequently identified as research questions to guide the case study. The study's aims were met within the constraints of current school resources. Career education theory, gifted and talented student theory, the career education needs of gifted and talented students, and careers adviser training were considered in a review of current literature. In the interim a student welfare program was implemented in Year 7, and a career education program was trialled in Year 11 to complement limited class teaching in Year 10 preparatory to work experience. A needs analysis of current career education programs in the school formed the basis for development of a revised Year 7-12 Career Education program. Formative evaluations through survey of participants, participant observation, stakeholder input and outcomes reviews as summative evaluation were then undertaken to ensure a successful re- development of the Career Education program to meet the needs of gifted and talented secondary students. The formative and summative evaluation processes resulted in the programs revision to ensure earlier and more flexible career awareness opportunities; greater scope for values clarification; psychological, psychocreative and social factors in career development fostered as appropriate for individual students; career education and student welfare integrated in a flexible manner with an emphasis on individualised support; aspiration enhancement available for students requiring support; an emphasis on lifelong career development; the unique challenges of girls as the focus of suitable support strategies; and an expansion in community learning opportunities. To enhance the concept of lifelong career development for each individual the revised program was designated Career Guidance to stress supportive information rather than ultimate knowledge as the program base. The implications for school personnel, students, and parents, the integration of career education and student welfare content and practices, together with program supervision and accommodation in delivering a best practice career education program for gifted and talented secondary students were identified, leading to a review of the case study and its research scaffold.