Students’ course satisfaction plays a critical role in acquisition of relevant skills,competence and attitude. Students who get advice with regard to career options are likely to be satisfied with the courses they choose to study. Technical Vocational Education and Training (TVET) institutions have established offices of career services to assist trainees choose courses in line with their interest, capabilities, and aptitude. Therefore, the objectives of the study were to: establish the relationship between orientation services and course satisfaction among trainees, determine the relationship between appraisal services and course satisfaction among trainees, find out the relationship between education services and course satisfaction among trainees, examine the relationship between information services and course satisfaction among trainees in TVET institutions. Holland’s theory of vocational choice guided the study. Concurrent Triangulation design within the mixed methods approach was adopted. The study targeted a total of 12807 trainees, 4 Registrars, 4 Deputy Principals in charge of academics and, 4 Guidance and Counseling Coordinators from TVET institutions in Kakamega County. Trainees’ sample size of 388 was determined using Yamane (1967) formula for calculating sample size. Stratified proportionate sampling was used to get the number of participants from each department within each Institution, and simple random sampling was used to select 388 trainees from the 4 institutions while 4 Registrars, 4 Deputy Principals and 4 Guidance and Counseling Coordinators were purposively sampled. The total sample size for the study was therefore 400. Data was collected by use of questionnaire and interview schedule. Piloting of the instruments was done among 39 trainees from Kisiwa TTI in Bungoma County. Validity of the instruments was ensured by seeking expert advice from 2 university lecturers. Internal consistency of reliability, which was measured using Cronbach’s alpha had values ranging from 0.784 to 0.869, suggesting that the instruments had adequate reliability for the study Statistical Package for Social Sciences (SPSS) version 26 aided in quantitative data analysis presented in the form of frequencies and percentages while qualitative data was analyzed thematically. Pearson’s Product Moment Correlation Coefficient, Multiple regression analysis, t-test for independent samples and ANOVA was used for inferential statistics. Specifically, regression coefficient was used to test the hypotheses at 0.05 level of significance. The results of the study established that there is direct relationship between career guidance services and course satisfaction though the various aspects of career guidance services contribute differently in influencing course satisfaction among TVET trainees. Education services had the highest influence (Beta = 0.255) on trainees’ course satisfaction while information services had the least influence (Beta =0.166) on trainees’ course satisfaction. Career guidance services was confirmed as significant predictors of course satisfaction among TVET trainees in Kakamega County. Based on the findings, the study recommends the implementation of comprehensive and inclusive career guidance services and Curriculum Development and Certification Council (CDACC) should strengthen the case of career guidance offices in TVET institutions.