This article concentrates on the question which aspects of a learning environment, directed to career development of students, contribute to the use of career competences by students in prevocational and secondary vocational education in The Netherlands. The learning environment is measured by the methods and instruments for career guidance used in schools, and by the extent in which the educational programme and the guidance provided is focused on career development. Three competences are distinguished: career reflection, career shaping and networking. The relation between aspects of the learning environment and the development of career competences is studied using a survey among 3,499 students and 166 teachers of 226 classes in 34 schools. The results show that a 'career learning environment' consists mainly of a dialogue with the student about his/her experiences in placements in relation to his/her future. This dialogue contributes to the use of career competences by students; methods and instruments do hardly show any relationship with career competences of students. Also, student centered education does not contribute to career learning, if this dialogue is absent.
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