Research investigating the learning and career transitions of those disadvantaged in the labour market has resulted in the development of a four-component model to enable disadvantaged groups to navigate learning and career transitions. The four components of the model include: the self-concept; learning and recognition; career and life planning; and new literacies. The focus of this paper will be on the career and life planning component. The research utilised a sequential mixed model design, which consisted of two phases. Phase one of the research involved a Learning Survey of approximately 250 labour market program participants in which quantitative data analysis techniques were used. Phase two involved the development of the model and testing in the field. A formative evaluation of the model in the field was undertaken, utilising a combination of both qualitative and quantitative data collection and analysis. The field test was undertaken with a labour market program for women over 45 years of age wishing to re-enter the workforce. The research has resulted in the development of a model that offers career development researchers and practitioners an alternative holistic, group-based and community-based approach to career development for disadvantaged groups.