Two longitudinal studies examined the effects of explicit intention, as described in Ajzen's (1991) theory of planned behavior, on preschool teachers' success in enrolling in college. In the first study, 88 low-wage female teachers and teachers' aides who represented 85 child care centers were surveyed about their intentions to pursue college within the following 2 years. Momentum trumped intention. Participants already in school were likely to continue, but those who intended to enroll largely did not. In the second study, 34 preschool teachers were interviewed in-depth about their plans for college, and then re-interviewed 2 years later. Intentions were derailed because of financial and health problems, as well as disillusionment with the field of preschool education. The few who fulfilled their intentions to enroll found fully-funded programs and continued in the field of education. Financial support, as well as career counseling, are key for programs designed to encourage nontraditional students.