This study originates from the realization that the learners of History at the Advanced Level of education are failing to attach value to its undertaking regarding eventual career development. This challenge is attributed to among other reasons, the inability of teachers to integrate career guidance in the teaching of History at the Advanced Level of education.This study aims at examining the perceptions of learners on integrating career guidance into the learning of History at the Advanced Level of education for career development in secondary schools in Wakiso district. The study employed the qualitative approach, interpretivism paradigm, and multiple case study design. Twentyfour participants were included in the study. Data from questionnaires, interviews, Focus Group Discussions, and non-participant observation was thematically analyzed. The study findings revealed that NatonalMovements and new states, and History of Modern Europe were the papers majorly taught at the Advanced Level of education. Career guidance is not being integrated into the learning of History in secondary schools at the Advanced Level of education..The study concluded that Career guidance if integrated in the teaching of History will enable learners make informed course and career choices. The study recommended that ,career guidance should be integrated in the learning of History at Advanced Level of education to enble learners make informed informed course and career choices. The contribution of this research lies in the teacher’s continuously combining career guidance principles with History content to enhance career development.Theoreticaly, this study advocates for teachers and respective career counselors to supplement the constructs of Russens’ theory of historiography with “guided” to enable learners of History to make informed career choices, attainment, and sustainability.