Although theory suggests that occupational interests tend to stabilize during young adulthood (Cirino, 2012), other findings suggest that this stabilization can occur as early as the 8th grade (Tracey, Robbins & Hofsess, 2005). This article integrates results from three studies conducted to examine issues of stability in occupational interests, as well as occupational differentiation and consistency, as defined by Holland (1973), in a sample of students from Puerto Rico. The methodology used in these investigations is quantitative in nature with a descriptive approach. Overall, the participants in this sample exhibited high levels of stability, differentiation, and consistency. On the other hand, the importance of personalized strategies to guide the occupational development of those students whose occupational profiles are poorly differentiated or of low consistency is emphasized. Additionally, the diversity in personality configurations underscores the need for flexible approaches that consider both the congruence and complexity of students’ interests and abilities.
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