This study was conducted in the school district of Asbury Park, New Jersey, and was designed to determine the attitudes of students and teachers towards sex-role stereotyping in career preferences which employ mathematical skills. Control and experimental classes of students in grades three through eight were selected. Pretests were given to both students and teachers in both groups on mathematical attitudes and occupational preference. Also used were mathematics achievement scores of the students. Two workshops were held by the researchers with participating teachers to increase teacher career awareness. Posttesting of the experimental students and teachers revealed an improvement in the achievement and attitudes of pupils and improvement in attitude of instructors toward mathematics as well as an increased awareness of non-stereotyped career preferences. One recommendation suggested that the Curriculum Committee for the district examine the research and adopt it as part of the mathematics curriculum each semester. (MP)