This article describes the effect of narrative career facilitation on the personal growth of a disadvantaged undergraduate
student at a tertiary institution in South Africa. The participant was selected purposively from among a group of
undergraduate students at the tertiary education institution who shared a similar background. The intervention involved
Narrative Career Facilitation and occurred over a period of one year. Data on student career awareness were gathered
using the Meyers-Briggs Type Indicator, the Differential Aptitude Tests and the Rothwell-Miller Interest Blank, as well as
qualitative techniques. (including a collage, the life line, early anecdotes, as well as the life story techniques). Following
the intervention, the student evidenced an improved future perspective and a more positive academic self-image. The
process of narrative career facilitation had a positive effect on the overall personal growth of the student.