The transition from junior to senior high school brings changes in the learning environment, social roles, and future educational choices into a single period. Students therefore need to move beyond general career awareness toward stage-specific tasks they can undertake. From an educational psychology perspective, this article develops a framework spanning three successive stages: the end of Grade 9, the summer before and entry into senior high school, and the beginning of Grade 10. These stages emphasize, respectively, goal activation and self-assessment, orientation to the new environment and information exploration, and preparation for choices and action-based feedback. Support from families, homeroom and school psychology teachers, subject teachers, and peers is integrated into the progression of tasks. A 45-minute classroom lesson and a post-lesson action sheet are then proposed to connect task identification, access to support, action commitments, and feedback-based revision. The analysis suggests that career education during this transition should align time points, student tasks, support providers, and classroom activities, allowing career adaptability to develop through a sequence of actions that students can understand, attempt, and revise.