The values of the nation's offender population frequently are not consonant with the values of a work-oriented society. Offenders have not been able to integrate work values into their lives. They are often insecure, have a low self-image, and lack self-discipline. Because of deficiencies in decisionmaking, communication, occupational skills, and social relationship skills, they are often denied career opportunities. Inmates are unfamiliar with their own capabilities, requisite skills, and job seeking techniques. A number of researchers and theorists have developed models to respond to these needs. For example, the Ryan model was designed to provide career education in corrections through an integrated series of programs on five levels, including career and self-awareness experiences, career exploration, skill development, placement services, and personal growth. Currently, elements of a life career curriculum, as structured by the models, exist in most educational programs in correctional institutions, and are usually associated with vocational training programs. However, these elements alone are insufficient to meet inmate needs. What is needed is a comprehensive curriculum which includes career development goals and activities. There are a number of programs in prisons in operation today which are oriented around a life career development perspective. These programs incude those of the Federal prison system and the Illinois prison system and aspects of programs in Oregon and Washington. Five references are provided.