Over the last decade there have been a number of approaches for recruiting minorities to enter teaching careers. One such program has been that of the Consortium for Minorities in Teaching Careers (CMTC). CMTC uses several replicable models to encourage minority high school students' interest in teaching careers. At all CMTC sites, the following components are found: (1) mentoring; (2) peer support; and (3) value change. Some sites also use training and practice to provide opportunities for students. The University of Iowa has been responsible for evaluating CMTC programs. A nonproportional stratified sampling procedure was used in 1995 and 1996 to select program participants from seven sites. A random sample of 139 participants was drawn, and 76 were interviewed either as high school or college students, or as high school graduates who were not going to college. Average participants in CMTC programs were not students who would normally go to college or even necessarily finish high school. Many participated in the program initially because of the small stipend they received. The impediment they most often noted to becoming a teacher was money for education. About 50 to 87% indicated that they became motivated to be teachers through the program, and many remained interested in teaching a year after the program. Participants mentioned a number of ways in which the program had been helpful to them and said that they had learned a great deal about what teachers actually do. How successful these programs actually are will depend on how many students really become teachers, but initial results indicate that some students are being motivated to pursue college educations because of the programs. Three appendixes present the telephone survey introduction, the survey, and the postinterview summary. (Contains four tables and eight references.) (SLD)