This longitudinal study of beginning teachers in Kentucky yields a number of characteristics useful in identifying persons most likely to obtain and retain teaching positions in secondary education. The Western Kentucky University Teacher Preparation Evaluation Program (TPEP), begun in 1971, follows careers of elementary and secondary school teachers from the time of student teaching through the fifth year of teaching (or until they drop out of the profession or move out of state). Objectives of the program are to determine factors relating to whether or not an individual is likely to enter and continue in a teaching career and areas for further investigation to assist teacher educators in screening applicants for professional programs, as well as to aid preservice teachers in making appropriate career decisions. Data collection instruments and analysis procedures are described. Discussion is presented on the attrition of TPEP subjects, those who entered teaching and those who did not, and those who left prior to the third year of teaching and those who did not. Six generalizations are presented: (1) the TPEP model is useful in comparing graduates; (2) only between one-third and one-fifth of graduating seniors are likely to be teaching after five years; (3) the main reason for not immediately entering the teaching profession is a lack of teaching positions; (4) reasons for not remaining are varied, but for women, the most frequently cited is pregnancy; (5) few differences exist between elementary education majors obtaining positions and those who don't, but significant differences exist between those leaving and those remaining; and (6) with secondary education majors, significant differences are found between those obtaining or not obtaining a position, but few differences between those who leave and those who remain. (MJB)