Two recent studies imply that there is a negative selection process at work which systematically attracts and then holds in the teaching profession young people with modest verbal and quantitative abilities. The Vance & Schlecty study compared "recruits"--those who had: (1) majored in education; (2) taught school; or (3) obtained a certificate to teach--to "non-recruits," ranking them separately by Scholastic Aptitude Test (SAT) scores. Recruits were subdivided into: non-teachers; teachers; committed teachers; defectors; and confirmed defectors. Committed teachers represented a greater proportion of lower SAT scores than did the other groups. It is suggested that: (1) Societal factors may convince those with modest abilities that teaching is a good profession to consider, and persuade those with higher ability levels that it is an inappropriate career choice; (2) Teacher education programs may encourage the more modestly endowed to continue in teacher training and drive the higher academic-functioning students away; and (3) Teaching conditions may be instrumental in selecting or maintaining staff members of lower ability. A parallel study made at Michigan State University focused on students entering the teaching program. The SAT rankings of students interviewed for both studies are presented in tables and comparisons are made. (DG)