THE PURPOSE OF THIS STUDY WAS TO DISCOVER THE PERSONALITY AND EXPERIENCE FACTORS WHICH DISTINGUISH STUDENTS WHO ARE SUCCESSFUL IN PROFESSIONAL TEACHER TRAINING COURSES AND ACTUALLY ENTER TEACHING, FROM THE PERSONALITY AND EXPERIENCE FACTORS OF STUDENTS WHO DROP OUT ALONG THE WAY. INFORMATION WAS GATHERED FROM ALL STUDENTS WHO ENTER THE JUNIOR PROFESSIONAL SEQUENCE OF COURSES IN THE COLLEGE OF EDUCATION. THESE STUDENTS WERE DIVIDED INTO GROUPS ACCORDING TO THEIR MAJOR AREA. THE KINDS OF DATA WHICH WERE COLLECTED INCLUDED SUCH ITEMS AS BIOGRAPHICAL INFORMATION, ACADEMIC RECORDS, INTERVIEW REPORTS, AND TEST MEASURES OF ABILITIES AND INTERESTS. THERE WAS IMMEDIATE FOLLOWUP OF STUDENTS WHO DROPPED OUT AT VARIOUS POINTS DURING THE TRAINING PROGRAM, AND THE FINAL ANALYSES WERE DESIGNED TO DETECT THE DIFFERENCES BETWEEN THOSE WHO PERSISTED AND THOSE WHO LEFT. THE MOST SIGNIFICANT IMPLICATION FOR FURTHER RESEARCH WAS THE NEED TO CONTINUE THE PROCEDURES WHICH HAVE BEEN ESTABLISHED AND TO EXTEND DATA THAT HAVE BEEN GATHERED FOR THE INITIAL POPULATIONS OF STUDENTS. (JL)