Career services professionals are increasingly involved in decisions regarding the use of technology to perform their jobs. The millennial generation, increasingly enrolling in distance education, is characterized as being comfortable with technology, expecting efficient services, and valuing convenience. Understanding the technology-related preferences of today's students is fundamental for those planning and developing student career services. Brown and Ryan Krane (2000) identified five critical interventions important to career decision-making: (a) Written Exercises, (b) Individualized Interpretations and Feedback, (c) Information on the World of Work, (d) Modeling, and (e) Attention to Building Support. This study investigated the following questions: (1) what are first-year students' preferences for the delivery method of critical career choice interventions and (2) to what extent are there differences in first-year students' preferences for delivery method based on their prior experience. Specific areas of prior experience included online courses, career counseling, and technology.Participants included 318 undergraduate students enrolled in a two-credit first-year student seminar. A web-based survey was distributed to students via their instructors. Students selected e-mail most frequently as a preferred delivery method for career choice activities followed by in person delivery. Students were most interested in participating in activities related to Modeling and Information on the World of Work. They were least interested in participating in activities related to Attention to Building Support.Overall, participants reported a high level of previous experience with e-mail, Internet text chat, and Internet websites. Participants reported low levels of experience with discussion boards, podcasts, and virtual rooms. Participants also reported low levels of previous experience with online courses and career counseling.While no significant differences in preferences for delivery were found based on previous experience, a comparison of students' experiences and preferences did provide interesting information. E-mail is the only technology with which there were high levels of experience and preference. Students also reported high level of experience with text chat, but a low level of preference for text chat as a delivery mode for career choice activities.