The sequencing of four role changes marking the transition from adolescence to adulthood--exit from school, entry into the labor force, marriage, and parenthood--is reported. The research is based on data from a study of 8500 high school students in 10 Illinois high schools in 1957-58 (Coleman, 1961) and a 15-year follow-up survey of 6500 of the same individuals in 1973-74 (Marini, 1977). Participants answered questionnaires and telephone interviews regarding their marital, fertility, and migration experiences during the 15-year interval. About half of each sex experienced role changes in varying sequences, specifically in exiting from school and entering the labor force and in familial and non-familial role changes. Those who attained high levels of education were most likely to enter the labor force and to enter adult family roles before leaving full-time schooling. Those who entered adult roles prior to completion of schooling did so at relatively late ages. Other variables affecting the rate of progress through school included income of parents, grade point average, military service, and early and frequent dating during adolescence. (KC)