How similar to and different from each other are public elementary and high school teachers with respect to selected issues and values that define their practice? The present study attempted to shed light on this question by examining the motivations of three groups of teachers, two elementary and one high school, for remaining in teaching. The study used quantitative data from the Experienced Teacher Survey and interview data from a sample of teachers from each group. Research questions focused on the nature and extent of job satisfaction, goals and responsibilities, the importance of subject areas, teachers' relationships with colleagues and administrators, and their perceived balance of professional and personal lives. Elementary and high school teachers were found to be similar in their satisfaction with teaching, devotion to students, and how they balance their lives in and outside of school, but different in the way they valued freedom and flexibility in the classroom, the subject(s) they taught, and their relationships with teacher-colleagues and administrators. Additionally, Pennsylvania teachers valued job security, salary, and benefits more than their California counterparts. These findings can be helpful as a part of the career development process for both beginning and experienced teachers at the elementary and high school levels. The researchers suggested broadening the study to include middle school teachers, high school teachers from Pennsylvania, and teachers from urban schools.