This study profiles students in an introductory MIS course according to a variety of variables associated with choice of academic major. The data were collected through a survey administered to 12 sections of the course. A two-step cluster analysis was performed with gender as a categorical variable and students' perceptions of task value (interest, importance, and utility) in the domain of information systems, self-efficacy regarding computer and applications, and attitudes towards the use of computers. Five clusters were found. Clusters fell along gender lines with one all-male cluster showing positive motivation on all dimensions, one all-female cluster showing positive motivation except for computer self-efficacy, one all-male cluster with negative motivation except for computer efficacy, one all-female cluster with negative motivation except for applications efficacy, and one IT-averse cluster with very low scores on all aspects of motivation. All MIS majors in the sample were in the two clusters showing positive motivation. A subsequent profile analysis was carried out to examine the variation of other characteristics in different student segments that were not included in the cluster analysis such as number of IS courses in high school, attitude toward change, and influence of salient referents on the choice of an academic major.