Little empirical research has documented the impressionistic reports that mature-age students bring a unique and highly desirable set of personal qualities to the teaching profession. To help fill the gap, this study gathered empirical data from both mature-age and college-age students (N=74) on the following: (1) personality characteristics; (2) dominant personality types of these two groups; (3) levels of self-realization and integration; (4) reasons for becoming teachers; and (5) personal and professional goals. All the participants took the 1986 revised form of the California Psychological Inventory (CPI) and completed a brief information form. The CPI measures 20 folk concepts or personality characteristics that are called into play in daily interactions. Data analysis showed similarities among the set of scales that measure more interactional, socially observable qualities, such as dominance, sociability, and social presence. The 12 scales on which the mature-age students scored significantly higher were those assessing the more internal values and control mechanisms. Both groups had similar proportions of personality types, but their self-realization scores were significantly different; the mature-age students showed higher levels. The fact that the mature-age students scored higher on 12 of the 20 concepts suggests questions relative to educational policy and practice. Four tables displaying the data are attached. (AMH)