A career typology is proposed as a method to evaluate teacher education programs. To test the viability of this approach, University of Minnesota graduate students majoring in elementary education were studied in terms of their declared career orientations. This investigation indicated that the graduate program in elementary education was oriented to serve a single group of educators; namely, school personnel, and as such tended to be less receptive to other groups of educators utilizing the program to further their career development. It is concluded that this approach is viable in terms of the data generated and the distinctions possible. (CK)