The aim of this study was to investigate the effectiveness of a Livermore-based career guidance program in developing cultural intelligence among students of Grade 11 in Muscat Governorate. The study sample included 96 students who acquired scores below the average in the pretest. Students were divided into two groups: experimental consisted of 48 and control group contained 48. The experimental group underwent a career guidance program, while the control group received general guidance activities. The study relied on the quasi-experimental design, and Cultural Intelligence Scale (COS) was applied, which included 20 statements distributed in four dimensions: metacognition, cognitive, motivational, and behavioral. The program consisted of 12 sessions to develop cultural intelligence among students. The results showed that there were statistically significant differences between the mean score of the experimental and the control group, and the differences in favor of the experimental group on all dimensions of the cultural intelligence scale. The results illustrated that there were statistically significant differences between the mean score of the pre and posttests of the experimental group indicating the differences in favor of the posttest. Results also showed statistical significant for the effect of the interaction between gender and the experiment and it was in favor for females. These results were discussed in the light of the theoretical framework and previous studies, and recommendation was provided to support and apply theory of cultural intelligence at school students since cultural intelligence is one of the most important work skills. Keywords: Cultural Intelligence, career guidance program, eleventh grade