ANALYSIS OF PERSISTENCE IN TEACHING IN RELATION TO (1) SIZE AND TYPE OF HIGH SCHOOL, (2) SIZE OF COMMUNITY, (3) AGE AT COLLEGE GRADUATION, (4) HIGH SCHOOL RANK, (5) THREE GRADE POINT AVERAGES, (6) PROBATIONARY HISTORY, AND (7) TEST BATTERY SCORES (ACE, COOPERATIVE ENGLISH EXAMINATION, MILLER ANALOGIES, COOPERATIVE READING TEST, AND THE MTAI) WAS BASED ON RESPONSES FROM 126 OF 174 MALE UNIVERSITY OF MINNESOTA GRADUATES IN ART, BUSINESS, MUSIC, INDUSTRIAL, AND PHYSICAL EDUCATION, 101 OF WHOM WERE STILL TEACHING FIVE YEARS AFTER GRADUATION. RESPONDENTS WERE FOUND TO BE LOWER THAN THE NORM GROUPS ON SELECTED PSYCHOMETRIC AND ACADEMIC VARIABLES, ALTHOUGH PERSISTS AND NONPERSISTS DID NOT DIFFER SIGNIFICANTLY. PHYSICAL EDUCATION GRADUATES WERE LOWER THAN OTHER SPECIAL AREA GRADUATES IN HIGH SCHOOL RANK, TEST SCORES, AND GRADE POINT AVERAGES. ON SOME MEASURES OF COLLEGE ACHIEVEMENT, ART AND INDUSTRIAL EDUCATION PERSISTS DIFFERED FROM NONPERSISTS. MULTIPLE REGRESSION ANALYSIS SHOWED THAT THE INDEPENDENT VARIABLES INVESTIGATED HERE HAD LITTLE PREDICTIVE VALUE FOR PERSISTENCE. THIS ARTICLE IS PUBLISHED IN "AAHPER ABSTRACTS OF RESEARCH PAPERS," 1966, P. 59. (HA)