NONACADEMIC FACTORS INFLUENCING THE SELECTION OF CANDIDATES FOR TEACHER EDUCATION WERE ISOLATED AND EVALUATED. THE THEORETICAL BASIS FOR THIS STUDY WAS DRAWN FROM DAVID P. AUSUBEL'S FORMULATION OF THE RELATIONSHIP BETWEEN EGO-DEVELOPMENT AND LEARNING. SAMPLE EDUCATIONAL PSYCHOLOGY CLASSES WERE ADMINISTERED (1) A REVISION OF AUSUBEL'S PARENT ATTITUDE RATING SCALE, (2) THE MINNESOTA MULTIPHASIC PERSONALITY INVENTORY, (3) MINNESOTA TEACHER ATTITUDE INVENTORY (MTAI), (4) THE STUDENT EDUCATIONAL ATTITUDE SCALE, (5) THE CALIFORNIA F SCALE, AND (6) THE STUDENT BELIEF RATING SCALE. THE TEACHER OF EACH CLASS WAS ADMINISTERED THE MTAI ALONG WITH HIS CLASS. A STUDENT DATA SHEET AND THE MTAI WERE ADMINISTERED IN POST-TEST DESIGN. PRODUCT-MOMENT CORRELATIONS WERE REPORTED FOR MOST ANALYSES. MALE COLLEGE OVER-ACHIEVERS APPEARED TO BE MOTIVATED BY THE NECESSITY TO REDUCE THE DISSONANCE BETWEEN A SOMEWHAT INFANTILE, OMNIPOTENT EGO STRUCTURE AND THEIR PERFORMANCE IN THE REAL WORLD. ALSO, MALE STUDENTS WITH HIGHER SATELLIZATION SCORES APPEARED TO SCORE LOWER ON AFFILIATION-ORIENTED BELIEFS. (RS)