FACTORS AMONG COLLEGE SENIORS WHICH INFLUENCE THE CHOICE OF COLLEGE TEACHING AS A VOCATION WERE STUDIED. DATA WERE GATHERED FROM 94 GRADUATE STUDENTS WHO WERE AWARDED DANFORTH GRADUATE FELLOWSHIPS IN THEIR SENIOR YEARS. AN EXPLANATORY LETTER, A SIX-PAGE QUESTIONNAIRE, AND THE STRONG VOCATIONAL INTEREST BLANK WERE MAILED TO THE SUBJECTS. IT WAS FOUND THAT THE STUDENTS BEGAN TO THINK OF THEMSELVES AS COLLEGE TEACHERS RATHER EARLY, THAT EARLY TEACHING AND OTHER TEACHING-LIKE ACTIVITIES HAD HELPED THEIR DECISION TO BECOME TEACHERS, THAT POTENTIAL CONTRIBUTION TO SOCIETY WAS THE MAJOR MOTIVATING FORCE IN THEIR CHOICE OF THE TEACHING CAREER, THAT THE STUDENTS HAD A RATHER CLEAR IDEA ABOUT POTENTIAL SATISFACTIONS AND EXPECTATIONS, AND THAT THEY HOPED TO SPEND ABOUT HALF THEIR TIME AS NEW FACULTY MEMBERS IN TEACHING ACTIVITIES AND THE REST OF THE TIME WITH RESEARCH AND WRITING. (GD)