There are gaps in preparedness and quality of career development support within schools to cater for young people with experience of trauma, including those with experience of out of home care. Career development practitioners have an ethical responsibility to acknowledge and engage in career development practices that are trauma-informed. In this chapter we investigate existing understandings of career development support that considers young people with experience of trauma. A review of existing understandings, gaps, and ideas for future exploration toward the establishment of trauma-informed career development programs are interrogated and presented through a scoping review of the literature. The chapter begins from a position that all career development practitioners need to be equipped with skills and knowledge that assist in the generation and fruition of trauma-informed career dialogue. Being aware of how to engage in trauma-informed dialogue can help to support career development practitioners in their work with students with experience of trauma. This chapter will provide insight into trauma-informed career development frameworks of practice that can be used by career development practitioners and educators in their work with students with experience of trauma.