DIFFERENCES WERE INVESTIGATED IN APTITUDES, STUDY HABITS, AND VALUES AMONG FOUR CATEGORIES OF FEMALE ELEMENTARY EDUCATION MAJORS WHO WERE 1961 AND 1962 FRESHMAN MATRICULANTS AT THE UNIVERSITY OF DELAWARE. THE CATEGORIES WERE (1) EDUCATION MAJORS FROM MATRICULATION THROUGH GRADUATION (N 105), (2) EDUCATION MAJORS IN GOOD STANDING WHO WITHDREW (N 25), (3) EDUCATION GRADUATES WHO TRANSFERRED INTO EDUCATION AFTER MATRICULATION (N 34), AND (4) EDUCATION MATRICULANTS WHO GRADUATED IN ANOTHER MAJOR (N 25). COLLEGE ENTRANCE EXAMINATION BOARD VERBAL AND MATHEMATICAL APTITUDE (CEEB), THE ALLPORT-VERNON-LINDZEY STUDY OF VALUES, THE BROWN-HOLTZMAN SURVEY OF STUDY HABITS AND ATTITUDES, HIGH SCHOOL CLASS RANK, AND PARENTS' EDUCATION WERE USED. NO SIGNIFICANT VALUE DIFFERENCES WERE FOUND AMONG THE GROUPS. HOWEVER, CEEB SCORES SHOWED THAT THOSE WHO LEFT SCHOOL (GROUP 2) TENDED TO HAVE LOW SCORES, THOSE WHO TRANSFERRED FROM EDUCATION TO ANOTHER MAJOR (GROUP 4) TENDED TO HAVE HIGH SCORES, WHILE THE SCORES OF THOSE WHO COMPLETED AN EDUCATION MAJOR (GROUPS 1 AND 3) TENDED TO FALL BETWEEN THE EXTREMES. ELEMENTARY EDUCATION STUDENTS WHO COMPLETED THE PROGRAM COULD BE DESCRIBED IN J.L. HOLLAND'S TERMS AS "SOCIAL," THAT IS, SOCIABLE, FEMININE, RELIGIOUS, AND VERBALLY SKILLED. THIS PAPER WAS PRESENTED AT THE 1967 ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (FEBRUARY 1967). (RP)