The two objectives of this study were to determine if the Holland vocational theory had predictive value for teacher performance, and to provide a clearer picture of who would be considered a quality social studies teacher. A Teacher Data Form and a Vocational Preference Inventory (VPI) (Holland, 1977) were completed by 104 social studies teachers in Delaware, Pennsylvania, and Maryland. Each teacher was then evaluated by two immediate supervisors. Variables studied included: age, years in present position and in education, undergraduate grade point average, perceived ratings by students and supervisors, self-rating, activity in professional organizations, job satisfaction and stress, six interest scales of the VPI (Realistic, Investigative, Social, Conventional, Enterprising, and Artistic), and supervisory rating. Two background variables and three VPI interest scale scores were found to be predictive of teacher effectiveness. An outstanding social studies teacher is experienced (has been in present position for several years), is young, has high enterprising and social interests, is understanding and views self as having good teaching ability, has high interpersonal relationship skills, prefers activities which involve the supervision of others, and likes ambiguous, free, and unsystematic activities. (RM)