A study tested the precursors to vocational teachers' commitment to teaching as suggested by the commitment model proposed by Pierce and Dunham. Important consequences of commitment were examined by identifying relationships between commitment, behavioral intentions, and resulting turnover. The study examined the entire population of teachers beginning their first year of teaching and those beginning their second to fourth year in the vocational subject matter areas in public secondary institutions in Wisconsin. Study results were generally supportive of the model, although some nonsignificant paths were identified. Path analyses were consistent with the concept that job/role expectations and external job choice factors lead in sequence to commitment propensity and behavioral intent. Self-esteem, locus of control, internal job choice factors, employability, and experienced responsibility were not related to the primary variables of interest. Direct significant paths were from job/role expectations to commitment propensity and commitment. Total effects for expectations showed a pervasive influence through most of the model. Experienced meaningfulness was identified as a significant predictor of commitment to teaching, which was a significant predictor of intent to stay in or leave teaching. Behavioral intent was a statistically significant predictor of actual turnover behavior. (YLB)