M.A. / The career landscape has undergone considerable change within the past three decades (Hackett, Lent & Greenhaus, 1991; Sharf, 2002). Globalisation, the opening up of markets and rapid technological advances have produced a new world of work. Career choices and career challenges are more numerous and the career decision-making process more complex (Stead & Watson, 2006b). Baruch (2006) suggests that with these changes comes a need to address the preparation of future recruits. According to Super (in Sharf, 2002), individuals between the ages of 18 and 25 are in the career preparation stage, with career decision making as one of its key tasks. In the face of the numerous challenges in the new world of work, students in this career phase are increasingly struggling with indecision. Many students who enter university are undecided and once they are enrolled as a student, they often change their major at some point in their academic career (Reese & Miller, 2006). Self-directedness with regards to learning may potentially contribute to coping with the career demands and general career development, including career decision making. A self-directed learner takes responsibility for his or her own learning and development (Clardy, 2000). The relationship between self-directed learning and career decision making appears to be an under-researched area (Wang, Lo, Xu, Wang, & Porfeli, 2007). Although all new entrants into the world of work are subjected to challenges, women and people of colour appear to be particularly vulnerable. Women, despite various instutionalised efforts to address previous inequities, continue to perceive career barriers and experience subtle discrimination and unfair labour practice (cf. Betz, 2005; Gianakos, 2005; Mafunisa, 2006). These inequities are also evident amongst people of colour (cf. Creed, Patton & Watson, 2002; De Bruin & Bernard-Phera, 2002; Gushue, 2005). In an effort to make a contribution to addressing the current problems, challenges and areas of neglect both within the field of career psychology and the broader career landscape, the aim of this research was to investigate the relationship between career decision self-efficacy and self-directed learning. The research provides a cross-cultural comparison of black and white women students and is situated within the Social Cognitive Career Theory (Lent, Brown & Hackett, 1994). Two hundred and sixty five undergraduate university students (211 black; 144 white) completed a biographical questionnaire, the Student Self-Directed Learning Questionnaire (SSDL; De Bruin, 2008) and the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz, Klein & Taylor, 1996b). Descriptive statistics were used to determine the levels of self-directed learning and career decision self-efficacy in the participants. Both groups of students showed above-average levels of self-directed learning and career decision self-efficacy. There was a significant difference between the SSDL scores of the black and white students, with the black students scoring higher. Pearson product-moment correlation was used to determine the relationship between self-directed learning and career decision self-efficacy. The results revealed a statistically significant and practically meaningful correlation (r = 0.46; p < 0.0001) between the two variables. Moderated multiple hierarchical regression analysis was used to determine the influence of race on this relationship. Self-directed learning explained approximately 20% of the variance in self-directed learning. The interaction of self-directed learning and race explained an additional 2.2% of the variance in career decision self-efficacy. This research has implications for career counsellors and academics in their efforts to prove support to students with regard to making career decisions.