Effectiveness in choosing one's career and building constructive self-concept in the respective academic area is always an inevitable phase for adolescent students to be successful in their academic life. The restricted academic stream/courses and study hours devoted by students in the formative years is a big challenge for them as they start to make rationale and logical decisions. The present study focuses on how course and the number of hours they spend significantly in their studies affects their career decision making self-efficacy and academic self-concept. The participants (N=480) of the study were selected using random sampling procedure (Mean age= 16 years). The two self- reports were career decision making self-efficacy scale and academic self-concept questionnaire. The results of two- way MANOVA yielded statistically a significant interaction effect between course and study hours on the combined dependent variables, F(8,942) = 4.185, p<0.05, V = 0.069, n_p²=0.034. The main effects of course on academic self- concept and career decision making self-efficacy were statistically significant, indicating differences in science and social science stream students (through post-hoc tests). There was an insignificant effect of study hours on academic self- concept, F (2,471) = 1.77, p>0.05, n_p²=0.01, of students. Parents and teachers should encourage students to explore their own interests and skills and to choose the course of study. A well preferred course of study boosted by regular study hours does built up the confidence in choosing a career, but does not assure expertise in the course they are on.