A 38-item questionnaire designed to collect data on 5 career anchors (security, technical/functional competence, managerial competence, creativity, and autonomy) and 3 career drives (identity, service, and variety) was administered to 153 rural educators in eastern-central Utah. Using a factor analytic approach to ascertain the internal validity of the questionnaire, the results indicate that the individual items designed to measure the eight career orientations, for the most part, clustered together. One major exception was observed. For the security variable, the analysis suggests that the items were measuring two different security variables: (1) two items emphasized the part of security which concerns itself with remaining in a certain geographical location as opposed to moving employment location, and (2) another factor had high coefficients which corresponded to items emphasizing stability, benefits, and good retirement. Although two career orientations had relatively high coefficients under both groupings (identity and service), one grouping fell under a multifaceted approach to teaching (managerial competence, autonomy, variety, and creativity) and the other grouping had technical competence and security as their central career orientations. Analysis suggests that managerial interests and technical competence are on polar extremes, and that educational organizations need to appreciate differences between teachers. (AH)