Discussions by 56 educators from a Canadian school district on their job satisfactions and dissatisfactions, aspirations, and life transitions in tape recorded interviews provided the primary data for this study of adult development among teachers and administrators. Secondary data were obtained from a questionnaire survey of an additional 383 teachers. The respondents were grouped by age according to the adult developmental stages outlined in the works of Daniel Levinson and Gail Sheehy. Teachers under 30 expressed greater dissatisfaction and teachers over 40 expressed greater satisfaction than did other teachers surveyed. Satisfaction derived mainly from work with students, while dissatisfaction resulted from frustration over the attitudes of a few students. Most teachers felt fulfilled in their work. Women were more optimistic than men about promotion and had more diverse aspirations. Male teachers in their early thirties stressed the importance of work while women of the same age found fulfillment in their families. By the time teachers reached their early forties, women found more fulfillment in work and men found more in their families. Teachers older than 45 found fulfillment in both work and family. This report includes illustrative quotes from the interviews and a copy of the questionnaire. (Author/PGD)