The objectives of a study were (1) to describe the various reasons why vocational decisions which are incongruent with measured interest patterns, but which appear to be governed by traditional sex roles, are made; (2) to determine the extent to which such incongruities are attributable to sex stereotyping; and (3) to assess the probability that any existing sex stereotyping can be negated by the time the adolescent is making vocational choices. A sample of 128 Indiana high school students were interviewed individually or in small groups. Of the students interviewed, 80% indicated plans to enter a traditional career choice in regard to sex stereotyping while only 13% indicated plans to enter a nontraditional occupation (7% were undecided). Five factors were identified as primary influences on student career plans: experiences in courses, interests, role models, economics, and peer and/or relatives' influences. However, only three of these factors were identified as influential by students choosing the nontraditional careers: experience in courses, models, and interests. Major influences contributing to the development and maintenance of stereotypical thinking identified by all students were tradition, differing expectations, school-related experiences, and role models. Finally, recommendations were made for consideration of activities which would work toward the attainment of educational equity in vocational education. (BM)