To illustrate possible dangers of "exit" as a teacher option, questions about labor relations and work role perceptions were given to teachers from three California districts. The canonical correlation technique measures teacher role perceptions against organizational conditions and labor relations beliefs. A figure shows three variates: organizationally engaged teachers; teachers who are organizational isolates; and frustrated teachers who, like the isolates, believe individual responsibility more important than organizational loyalty. Further, categorical variables reveal that younger teachers are associated more with the third variate, and that the first variate is associated more with female teachers. Teacher-work perceptions markedly differ in relation to four ideal-type work structures--labor, craft, professional, and art. For example, third variate teachers are best described as frustrated artists. First-variate teachers are more accepting of criticism, whereas second-variate teachers define their work as autonomous and embody the "exit" rather than "voice" response in reaction to organizational stress. Variate-three teachers feel independent in their work but have a less firm sense of vocation than variate-two teachers. That self-defining and frustrated teachers tend toward "exit" has serious consequences for teacher unionism's future, since variate-one teachers represent the dominant "voice" in the school but lack the willingness to define and defend their occupation. (KS)