This study compared the characteristics of freshman teacher aspirants choosing to continue in or leave a teacher education program at the end of their first year. Personality characteristics of the freshmen (n=102) were assessed with the Personal Orientation Inventory which consists of 150 two-choice comparative value-judgment items reflecting the values and behaviors seen to be of importance in the development of the self-actualizing individual. Career maturity variables were assessed with the attitude and competence scales of the Career Maturity Inventory, comprised of scales on: decisiveness, involvement, independence, orientation, and compromise. Demographic data, including father's and mother's educational level and occupational status, and motives for and influences on the the decision to become a teacher, were assessed with a locally-developed survey instrument. Results of the comparisons between "stayers" and "leavers" suggested that: stayers are less flexible, less sensitive to their own feelings and needs, and less able to develop warm interpersonal relationships with others than the leavers. Stayers also tended to be more other-directed and less acceptant of their own and others' anger than the leavers. The results appear to confirm previous research findings that persons attracted to teacher education programs possess personality characteristics distinguishing them from others. (JD)