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The present study explored the occupational aspirations of school-age children (N = 394) comparing differences by gender, level of intelligence and grade level. Results indicated that girls’ aspirations were more realistic, intrinsically motivated, prosocial and inclusive of higher education than those of boys. Moreover, a higher level of intelligence only from the fourth grade and 10 years of age was associated with higher education aspirations. These results suggest that in choosing occupational aspirations, children from the fourth grade (aged 10–11) may begin to be guided by intellectual abilities. The contribution of these results to career development theories is discussed.