Since a free-learning semester has been introduced to middle school curriculum, interest in career experience programs has increased. To respond to this new demand, we developed a continuous agriculture-related career experience program linked with STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and we examined the program’s effects on the job awareness of middle school students. The program was conducted from April 8, 2015 to June 24, 2015, and consisted of 12 classes. The direct experience subprogram was based on 13 different horticultural activities that reflect producing (nine programs), cooking (two programs), and sales (two programs) of horticultural produces. For the indirect experience subprogram, we preliminarily selected 10 representative agricultural jobs, and based on the keywords analyzed from 7 direct experience programs, we chose to introduce seven jobs to the students by videos and the three others by written material. We then investigated the effect of introductory videos on job interest, understanding, and preference by the students. We found that the student’s interest, understanding, and preference regarding each job were significantly improved when direct experience and video watching were combined. Career awareness was improved for gardener (47.0%), nursery grower (42.0%), rural extension official (31.1%), eco-friendly farm material developer (30.9%), agricultural research official (23.4%), plant doctor (19.8%), and agricultural wholesale distribution experts (9.3%). Conclusively, it is expected that career experience programs have the greatest effect on students when both interest in the job and participation on direct experiences are encouraged.