This study examined sources and occupational consequences of utilizing alternative educational patterns in a nationally representative sample (Retrospective Life History Sample) of black and white men. The study explored patterns of educational activities used, the antecedents of the use of alternative normative patterns, and occupational effects of using alternate educational routes. A significant fraction of both black men (41%) and white men (59%) did not follow the assumed pattern of continuous full-time schooling followed by labor market entrance. Instead, full-time schooling interruptions and part-time schooling resumption were prevalent for both groups. Important in explaining full-time schooling interruptions are amount of school completed and credential status attained. Part-time work experience was important in predicting the use of a continuous school pattern for whites only. Resumption of education part-time was found to be predicted by educational attainment and credential status for blacks and whites. Ability, however, was positively related to just blacks' part-time educational pursuits. In considering occupational effects of pursuing alternative educational routes, occupational and educational changes during the first decade of labor force experience were included. Positive occupational effects of interrupting schooling were documented for whites, but not for blacks. Black/white differences in educational activity patterns and their sequences were seen as potential sources of racial differences in educational pay offs. (Author/CSS)