Occupational sex role stereotyping occurs early in children's lives. To understand this process, a study of occupational sex-role stereotyping in seventh-, eighth-, and ninth-grade students (N=178) is presented here. The independent variables were gender, grade level, self-reported grades, participation in career planning activities, family structure, job status of the mother, participation in extracurricular activities, and size of school. Scores on the Occupational Sex-Stereotyping Instrument, as adapted by the researcher, served as the dependent variable. A status survey factorial design was employed resulting in a general linear model. Main effects include: (1) students enrolled in ninth grade had a statistically larger mean Occupational Sex-Stereotyping score than students enrolled in eighth grade; (2) students whose mothers did not work outside the home showed more stereotyping; (3) students with better grades reported less sex-stereotyping. A number of interaction results are reported with important generalizations derived from the interaction of variables. Results are discussed and related to research in the field; recommendations for further study are included. The Demographic Information Sheet, Student Activity Sheet, Occupational Sex-Stereotyping Instrument, Letters to School Administration, Approval Letters, and the Standard Instruction Sheet are appended. (Contains 27 references.) (EMK)