This practitioner-led working paper examines the delivery conditions shaping career guidance practice, with a particular focus on practitioner capacity, appointment length, administrative workload and service pressures. The study draws on survey responses from 296 career development professionals working across a range of settings, with the largest proportion based in secondary schools and colleges. It explores patterns in appointment duration, daily appointment volume, guidance-related administration, competing responsibilities and perceived capacity constraints. The findings indicate that shorter appointment models are widely embedded within current practice and that administrative demands, particularly action planning, record keeping and follow-up, consume a significant proportion of practitioner time. The study also identifies a broader gap in system-level visibility, with limited consistent measurement of appointment length, caseload, administrative time, follow-up capacity and other delivery inputs. When considered alongside existing evidence from secondary education, higher education and adult guidance contexts, the paper argues that time should be understood as a core input into effective guidance practice rather than as a purely operational variable. It also highlights the importance of ensuring that delivery models are sufficiently resourced to support depth, personalisation and follow-up, particularly for learners with additional or overlapping needs. This paper is published as a Version 1.0 working paper/preprint and has not undergone formal academic peer review. It is intended to support professional discussion, practitioner reflection and further research into the relationship between guidance delivery conditions, practitioner capacity and service quality.