Founded on a review of literature, this study compares the personality characteristics of graduate students entering the field of special education (SP) and those entering elementary education (EE). Within the field of special education, a comparison was also made between graduate students specializing in emotional disturbance (ED) and those specializing in mental retardation (MR). Two hypothese were formed: a) no significant difference in personality characteristics would be found between SP graduate students and EE graduate students and b) no significant difference in personality characteristics would be found between ED and MR graduate students. The Sixteen Factor Questionnaire, Forms A and B, was administered to 45 EE, 18 ED, 23 MR, and 16 miscellaneous graduate students enrolled at Arizona State University. The results rejected both hypotheses. The EE sample was more intelligent, better at abstract thinking, more trusting, and more adaptable than the SP students. The ED sample was more emotionally stable and more likely to face reality than the MR sample. (Assumptions and limitations of the research are presented, along with recommendations for refinement of the design for future research. Three tables and two figures of data are also included.) (BRB)