This study is an analysis of the educational attainment of teachers, based on the hypothesis that educational preparation beyond the necessary level is beneficial to the teacher, the school student, and the educational administration alike. The questions considered are 1) What changes in teacher aspirations and values are brought about by advanced education? and 2) To what extent does advanced education facilitate the achievement of socially and professionally rewarding objectives? Chapter 2 sets out the methods used in the study, and Chapter 3 introduces the data on which it is based. Chapters 4 - 8 explore data collected by the Institute of Administrative Research, Teachers College, Columbia University. Chapter 9 deals with the 1962 postcensal survey of professional and technical manpower, to amplify the findings of the present study, and Chapter 10 summarizes the findings from both sets of data. Chapter 11 reviews the implications of the study and provides two broad conclusions: 1) Graduate educational requirements may work in some ways to reduce the effectiveness of the teaching force; and 2) More education does not automatically "lock in" a teacher either to a school system or to the teaching profession. The results cannot be interpreted as proving either that career change is detrimental or that increased career change is caused by additional education. (MBM)