IN ORDER TO DETERMINE THE RELATION BETWEEN SCHOLASTIC APTITUDE AND THE CHOICE OF TEACHING OR NONTEACHING COLLEGE PROGRAMS, A STUDY WAS MADE OF A REPRESENTATIVE SAMPLE OF VIRGINIA HIGH SCHOOL GRADUATES IN 1963, ENROLLED AS COLLEGE FRESHMEN. OF 1,960 SUCH PERSONS IN THE SAMPLE, 1184 (60 PERCENT) RESPONDED TO THE QUESTION OF WHETHER OR NOT THEY INTENDED A TEACHING CAREER. SCHOLASTIC APTITUDE (SCAT) SCORES WERE SECURED FROM SCHOOL RECORDS. IT WAS FOUND THAT (1) THE MEAN OF SCHOLASTIC APTITUDE TEST SCORES FOR HIGH SCHOOL GRADUATES PLANNING TO BECOME TEACHERS WAS SIGNIFICANTLY LOWER THAN THAT OF THOSE ENTERING COLLEGE WHO PLANNED NONTEACHING CAREERS. (2) MAJOR DIFFERENCES BETWEEN THE DISTRIBUTIONS OF THE SCORES WERE THE HIGHER PROPORTION OF THOSE PLANNING TO BECOME TEACHERS WHO SCORED BELOW THE FIFTIETH PERCENTILE AND THE HIGHER PROPORTION OF THOSE PLANNING NONTEACHING CAREERS WHO SCORED AT OR ABOVE THE NINETIETH PERCENTILE. (3) FORTY-FIVE PERCENT OF THOSE BELOW THE FIFTIETH PERCENTILE PLANNED TO BECOME TEACHERS, WHILE ONLY 28 PERCENT OF THOSE AT OR ABOVE THE NINETIETH PERCENTILE HAD SIMILAR VOCATIONAL PLANS. THE FINDINGS INDICATED THAT TEACHER EDUCATION PROGRAMS DO NOT COMPETE SUCCESSFULLY WITH OTHER FIELDS IN RECRUITING CAPABLE HIGH SCHOOL GRADUATES. THIS ARTICLE IS PUBLISHED IN MADISON COLLEGE BULLETIN, VOLUME 25, NUMBER 2, FEBRUARY, 1967. (RP)