The present study aimed to test the following hypotheses: 1. There are significant differences at the level of significance(a <0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups for the favor of experimental group as a reason of the training program 2. There are significant differences at the level of significance(a ≤ 0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups as a reason of academic specialization (science human)< and the interaction between them. 3. There are significant differences at the level of significance(a ≤ 0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups as a reason of gender (Specialist Consultant) and the interaction between them. The study used quasi-experimental and the study contained a sample of (60) career guidance specialists both males and females in which they were divided into two groups the experimental group consisting of (30) males and females Specialists of whom (15) specialists were from science disciplines and (15) specialists were from humanities disciplines and a control group consisting of (30) specialists of whom (15) specialists were from science disciplines and (15) specialists were from humanities disciplines and a training program was built consisting of thirteen sessions using Parsons methods and the theory of personality and factors and the theory of Holland for professional types. Each training session took a period of (120) minutes and a measure of professional competences of specialists was built to test hypotheses and to measure the impact of the program where the measure was applied on both experimental and control groups before and after implementing the program on the experimental group and then data were extracted and processed statistically using the statistical packages of social science (SPSS-15), where T test was used "T" to verify the first hypothesis and analysis of variance bilateral (2 × 2) to validate the second and third hypotheses. The study showed the following results: 1.There are significant differences at the level of significance (a ≤ 0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups for the favor of experimental group as a reason of the training program. 2.The most developed professional competencies for career guidance specialists based on the program take the following order: the adequacy of evaluation within the field of analysis capabilities and tendencies of the student at the level of significance (0.019); and the adequacy of evaluation into the analysis of professions at the level of significance (0.026) and adequate planning within the area of analysis capabilities and tendencies of the student at the level of significance (0.030) and adequate planning in the analysis of professions at the level of significance (0.048) and sufficient communication within the scope of analysis capabilities and tendencies of the student at the level of significance (0.092) and finally the adequacy of communication within the area of analyzing professions at the level significance (0.211). 3. There are significant differences at the level of significance (a ≤ 0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups as a reason of academic specialization (science human). and the interaction between them for the favor of science discipline. 4.There are significant differences at the level of significance (a ≤ 0.05) between the averages of mean scores that measure professional competence and its dimensions after applying the program for both experimental and control groups as a reason of gender (Specialist Consultant) and the interaction between them and these differences were in favor of males. In light of the results of this study recommendations were suggested as follows: to build training programs according to the main and subsidiary skills that this study was indicated to pay attention to the theoretical and practical aspects in the programs and courses which are made to improve the performance of career guidance specialists to continue to hold programs and training courses planned for the career guidance specialists< to adopt Parsons traditional method to choose the proper based on the analysis of tendencies and capacities of the student and analysis of professions and harmonization of the two along with the modern theory of Holland which its origins refer to this approach and the theory of personality factors to develop tests that reveal tendencies and abilities of the student electronically and to be disseminated to schools' students to adopt inventory of existing jobs in the Sultanate and the characteristics of each profession to adopt the application of the current program to other groups of career guidance specialists in the Sultanate of Oman.