This study investigates the efficacy of a psycho-educational curriculum package in enhancing the practitioners’ competence to support high-performance athletes’ career transitions. This curriculum was integrated into academic modules at higher education institutions in Singapore (n = 18) and the UK (n = 14). Using online pre- and post-intervention questionnaires, along with open-ended questions, participant feedback on the curriculum was collected. Paired t-tests were used to assess the within-group differences pre- and post-intervention and two-way repeated-measures ANOVAs were conducted to examine the between-group differences pre- and post-intervention. The results revealed a significant difference between pre- and post-intervention scores for four factors and for both countries: Singapore and the UK. The curriculum enhanced participants’ confidence in working with athletes and helped identify areas for development. Three key themes were identified from the thematic content analysis of open-ended responses: (a) informative and insightful content, (b) interactive and engaging delivery (strengths), (c) overlapping content, and reading demands and time constraints (areas for improvement). By incorporating this feedback, supported by the results, the current study contributes to the existing body of knowledge by furnishing insights into an effective psycho-educational curriculum for helping the career transitions of high-performance athletes.