This report examines the timing of teaching careers of 1992-93 college graduates at three points during the 10 years after graduation. It answers questions about the characteristics of graduates who enter and leave teaching, focusing specifically on their demographic characteristics, academic preparation, teacher working conditions, and compensation. The report uses data from a longitudinal study of students who earned a bachelor's degree in any field during the 1992-93 academic year. Base-year information on this cohort was collected as part of the 1992-93 National Postsecondary Student Aid Study. Graduates were interviewed again in 1994, 1997, and 2003. All comparisons made in the text were tested using Student's statistics. All differences cited were statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used. The demographic characteristics of college graduates are found to be related to their career choices. A graduate's gender, age, marital status, and number of dependents may be associated with his or her decisions about the relative benefits of teaching versus working in other possible occupations. The analysis shows that among graduates who taught, a higher proportion of females than males taught consistently. White graduates taught consistently at higher rates than Black graduates. Older graduates taught consistently relatively more often than younger graduates. Marriage and family formation also were related to graduates' career choices: in particular, married graduates and those with dependents tended to teach with greater consistency than did graduates who never married. The "highly qualified teacher" provisions of the No Child Left Behind Act of 2001 (NCLB) codified almost a decade of increased attention to the academic preparation of teacher: several indicators related to the academic qualifications of prospective teachers are examined and related to the career choices made by 1992-93 bachelor's degree recipients. Graduates who had lower grade point averages (GPAs) taught consistently less often than those with GPAs in higher categories. Having a low GPA was also associated with being a late starter in the teaching profession. Teachers' perceptions of their working environment may also influence their decisions to remain teaching in the same school, change schools, or leave the profession altogether. Because the salaries of public school teachers are most often based on salary schedules that take into account years of experience and degree attainment, teacher career choices may be related to their earnings. Among graduates who taught, those who were in the lowest category of academic year base salary for their most recent teaching job taught consistently at lower rates than those in the middle or highest categories, and they left the profession early at higher rates than teachers in the middle or highest base salary categories. Glossary and Technical Notes/Methodology are appended. (Contains 20 footnotes, 12 figures and 10 tables.)