The writer has proposed a practical guidance program for Vietnamese high schools. The study has been written while education in Vietnam is in a period of revolution. Radical changes have been undertaken to keep up the national demand for progress and economical self-independence. The need for guidance services in high schools is necessary to promote learning toward better achievement and more logical training of manpower and social adjustment. The traditional Vietnamese school, influenced by thousands years of Confucian concepts and hundred years of French culture, has been ineffective in providing competent scientific and technical personnel, despite a world moving toward rapid changes in industry and economics. Under these conditions, the Vietnamese student encounters a puzzling challenge; he is unable to adequately assess his individual ability and emotional problems. Conditioned to memorization, the Vietnamese student is unable to think for himself in order to find an adequate solution for his own difficulties. The contact of the real world of technique makes him feel lost and unable to choose the right way to learn, this suggests a vital need for someone to guide him through the maze of education. The writer has tried to assist the Vietnamese student in high school through the development of a guidance program which provides for the student opportunities to explore and to discover who he is and what he could do best. The student in this program will have available a counselor to whom he can turn for advice and assistance in developing a future program. Self-understanding will be emphasized which, hopefully, will lead him to self-acceptance, better achievement, and preparation for entry into a frustrated society and the world of work. In this study, differences in culture, social structure, local conditions and effects of the war have been analyzed, interpreted and brought into discussion. Different guidance services to implement the main objectives have been proposed with enlightened perspectives. The role of the future counselor has been well-defined for clear-cut understanding. His knowledge, ability, and capability to deal with youth problems as well as his responsibilities have been recommended. His relationships with other guidance personnel and community have been clearly limited. The proposed guidance program in this study will certainly have to be complete by further suggestions and recommendations.