Career exploration is an important developmental task to accomplish while enrolled in postsecondary education for many reasons. These reasons include establishing future career plans and being prepared for career transitions. However, little is known about the factors that inform undergraduate students’ engagement in career exploration practices. Therefore, the purpose of this exploratory study is to examine whether social–emotional skills, specifically emotion regulation, self-awareness, and assertiveness, predicted career exploration among undergraduate students (N = 241). Findings from correlation analyses suggest that career exploration is significantly and positively related to emotion regulation and self-awareness. Multiple linear regression analyses suggest that although self-awareness and emotion regulation significantly predicted career exploration, assertiveness did not contribute significantly to the regression model. Our findings highlight the importance of integrating emotion regulation and self-awareness interventions within professional career counseling services to support undergraduate students’ career exploration. Recommendations for research, implications for counseling practice, and study limitations are discussed.