This research paper explores both the meaning of career decisions and the implications of these decisions for teacher education. Since a pilot study indicated that gender realization was influenced by the historical era in which people are raised, four subjects--two men and two women--from different age levels were selected to be the subjects of in-depth case studies. At the onset of the study, all subjects were preservice students; over the course of the study each progressed to the status of novice teacher. Each had left a successful first career. An analysis of the case studies indicated that for each of these subjects the motivation to become a teacher was rooted in a world view comprised of attitudes and values shaped by the home and school experience of early years, particularly the relationship they had with their parents and the gender roles that were the outcome of these experiences. Career decisions and career success and satisfaction had been affected by the presence or absence of role models and mentors. Motivational factors included school experiences, parental expectations, attitudes toward education, developmental needs, desire for autonomy and challenge, and feelings of career achievement. The implications of these findings for schools of education are discussed. (JD)