This study was designed to ascertain whether differences existed between the academic, affective, and personal characteristics of teacher education persisters and nonpersisters. The subjects were comprised of a longitudinal sample of approximately 550 teacher candidates entering teacher training at one institution (Bowling Green State University, Ohio). After 5 years from the commencement of their training it was found that 357 (65 percent) of these individuals had persisted through their teacher training and that attrition from teacher training generally increased the quality of the remaining pool of teacher candidates. Persisters as compared to the nonpersisters upon entrance into teacher training had earned higher university grade point averages, developed higher levels of basic academic skills, expressed fewer concerns about the task of teaching, and reported a more positive attitude toward teaching as a career. (Author)