The aim of this study is to indicate principles of justifiable interventions in a child with difficulties in school-to-work transition to prevent unintended exclusion or oppression. As theoretical bases, perspectives of paternalism and the capability approach are adopted. The question of paternalism is that, while assuming respect for self-determination, discusses the conditions under which interventions can be justified in response to choices that could diminish interests of the intervened. The capability approach, on the other hand, is a theoretical framework to assess an individual’s well-being by focusing on the capabilities—the alternatives how to live that the individual can choose and achieve. Although these two perspectives are essential as a philosophical foundation of the career interventions, both of them also have limits that cannot be pretermitted. In the current study, paternalism and the capability approach are conjoined to compensate each other, which is an original attempt. As a result of conjoining the both perspectives, the following four principles are indicated:(1) preventing a choice that deprive the future self’s capabilities,(2) examining other alternatives that the person concerned has, which are different from the choice concerned,(3) examining the factors that define the alternatives available to the person concerned, and (4) prioritizing interventions in factors that cannot be attributed to the person concerned.