The primary purpose of this investigation was to ascertain for a group of prospective teachers (N=563) the extent to which selected measurements of their cognitive, affective, and personal characteristics accounted for or explained the variance of the "scores" associated with 15 of their motives or reasons for becoming teachers. From a set of 36 predictors of the various reasons the prospective teachers gave for becoming teachers were their parents' occupations and levels of education, whether or not there were teachers in their families, their gender, the extent of teaching-like experiences in their background, and their attitude toward teaching as a career. (Author)