Currently, the variables that affect the career decision-making process are studied actively. In relation to this, social cognitive career theory (SCCT) is useful for explaining career decision-making effectively. The purpose of this study was to find variables that reduce the difficulty of career decision-making by college students and to identify a path for these individuals by which they can make career decisions effectively. Another purpose of this study is to verify whether the relevant variables have a significant effect on the basis of social cognitive career theory. All of the participants were college students in Korea (n = 255). The research questions were as follows. First, have learning, career self-efficacy, outcome expectations, and interest affected career decision-making difficulties? Second, what is the relationship between learning, career self-efficacy, outcome expectations, interest and career decision-making based on SCCT? Third, how do the variables reduce college students career decision-making difficulties? The Career Decision-Making Adaptability (CDA) and Career Decision-making Difficulty Questionnaires (CDDQ) were used. The path analysis results showed that the model indices (RMSEA, TLI, NFI, CFI, IFI) were good; =3.753 (df=2, ρ >.05), RMSEA=.056, CFI=.990, TLI=.926, NFI, =.981, and IFI=.911. In conclusion, this study suggests that STTC is useful to explain the career decision-making process of college students. It is expected that effective consulting plans for career decision-making will be devised, based on learning experience, career self-efficacy, outcome expectations, and interest. This can contribute to the establishment of effective counseling intervention strategies for career decision-making.