As they navigate the post-high school transition, young people must decide and act on their decision to continue studying, take a gap year, or enter the labour market. For many, this is a challenging transition requiring them to make a complex set of decisions while determining and making sense of who to become and what to make of their lives and careers (Guichard et al., 2012). The career goals young people set, monitor, pursue, and renegotiate are crucial for how they navigate this transition, thus for the sustainability of their careers (Parada & Salmela-Aro, 2022). The more timely and well-aligned with transition-specific demands are the goals young people set and pursue, the more likely it is for positive transition outcomes to occur (Salmela-Aro, 2009). The study aims to investigate how young people going through the post-high school transition navigate such a process by (a) identifying turning points in the career goals' trajectories, specifically in how young people appraise their goals - i.e., how they think and feel about the goal; (b) verifying the relations these turning points maintain with changes in the goal-related activities they reported. Weekly, for approximately 9 months, 23 participants aged 18-19 years in the last year of high school received a notification on their mobile phones informing them it was time to fill their diary reports. Data collection used AWARE (Ferreira et al., 2015). Besides questions about their weekly career goal, the questionnaire included an open-ended question about three activities the young person was doing relating to the goal, and six self-rating items asking them to appraise the goal (commitment, confidence, difficulty, effort, progress, and stress). Data analysis is ongoing. Preliminary results show that taking action toward the goal may explain turning points, that is, meaningful deviations in time series data that involve discontinuous changes.