In this article, we examine the relationship between different career guidance styles of vocational education teachers and vocational education students’ career competencies (i.e. career reflection, career exploration and networking). Questionnaires on students’ perceptions of the career guidance of their teachers during career conversations, and students’ career competencies were issued to 579 vocational education students. By using multilevel analyses, the relationship between different career guidance styles of vocational education teachers and students’ career competencies was investigated, while controlling for student variables such as locus of control and career decision-making self-efficacy. The results showed that very little variance could be explained at the teacher level. Most of the differences between students’ career competency levels were related to differences between the students. Still, two of the four existing teacher profiles were positively related to career reflection of students.