Adopting a reflexive research approach, this study offers insights into how careerguidance counsellors (CGCs) conceptualise the role of information in their workwith students, and how its use aligns with their notions of good practice. In total,25 CGCs were interviewed to describe and reflect on how they support uppersecondary students’ transition to continuing education and work. The iterativeengagement between theory and data enabled the identification of five differentapproaches to information use in guidance practice. The five approaches embody aspectrum of theoretical orientations, ranging from traditional matching paradigmsto emancipatory perspectives. The analysis highlights an information paradox,concluding that information may have multiple roles in guidance. Althoughmatching-oriented perspectives on information are prominent in their everydaypractices, this study suggests that information use grounded in developmentaland socially informed theoretical frameworks aligns more closely with CGCs’conceptions of good guidance.