Child and youth care is facing a time where developing a unique body of knowledge (researcher), teaching (educator) and demonstrating to students (clinician), advocating change (political lobbyist), providing alternative perspectives to fellow professionals (consultant), and assuming key responsibilities for the many professional associations (administrators) emerge as separate career directions. The point of entry into a child and youth care education and training program is an appropriate time to expose students to opportunities and attendant competencies needed for work within employment areas requiring these functions. Providing direction about employment areas also now requires information for students contemplating study at the graduate level. 2 figures, 5 references. (Author abstract modified)