Using data collected from a stratified random sample of South Carolina high school seniors in 1969, the study compared the patterns of occupational choices among white and black boys and girls, and examined the relationship among race, sex, and teacher recruitment. Social class origin, local residence place, and scholastic performance were introduced to further specify the effects of race and sex on teacher choice. The sample included 1,510 white boys, 762 black boys, 1,464 white girls, and 762 black girls from 27 primarily white and 14 primarily black rural and urban high schools in 26 South Carolina counties. Data were obtained through self-administered questionnaires. Some findings were: not only did white boys have higher occupational expectations than either white girls or blacks, but the range of professional choices they aimed for was wider and more varied; teaching attracted only 12.8% of all professionally oriented white boys; teaching was the most important professional career option for blacks and white girls; seniors who came from lower social class origins, were reared in rural environs, and performed less well in school were, in general, more likely to choose teaching as a professional career plan than their higher status, urban, and more academically talented counterparts; over 55% of the black girls ranked as high scholastic performers aimed only for lower level, non-professional occupations. (NQ)