The study interpreted scores from career development and role salience measures for 4 groups of underrepresented, at‐risk college students to suggest potentially useful career interventions for each group. Each group's scores required a distinctive interpretation, and the 4 interpretations suggested some common and some distinctive interventions. Because the recommendations obtained from the career measures coincided with recommended interventions for underrepresented, at‐risk students in the literature, the results support further study of the utility of career maturity measures with such populati