One of the most persistent problems facing public education today is the selection and retention of the most competent teachers available for our schools. Those responsible for conducting selective teacher recruitment and preparation programs are faced with the necessity of finding the answer to two important questions: Why do students enter upon courses of study leading to qualifying for teacher certification? Having qualified to do so, why then do such a large number of persons not teach? The complex reasoning which lies behind the motives of those who choose teaching as a profession is often a source of wonder.