The study examined 122 primary school teachers’ career success, and its relations with background variables, internal-external locus of control, and interpersonal competencies for career (bonding and bridging social capital). Methodologically, structural equation modeling by Mplus was carried out to assess the fit of the hypothesized model. The results showed that the model fit the data well after a slight modification. Three major conclusions were drawn. Firstly, teachers’ perceived career success was positively related to their interpersonal competencies for bonding social capital for career. Secondly, having a child (children) and internal locus of control positively contributed to teachers’ interpersonal competencies for bonding social capital for career, while the competencies were negatively related with the external locus of control. Teachers’ career success was positively related to interpersonal competencies for bonding social capital for career. Thirdly, teachers’ interpersonal competencies for bridging social capital for career was positively related to the status of having a child (children) and having a managerial position, as well as to the internal locus of control. However, teachers’ career success was not significantly related to their interpersonal competencies for bridging social capital. Implications for contemporary teachers’ career development, career management and quality of work life were addressed.