This study examined a group of Master of Arts in Teaching (MAT) programs to determine: (1) effectiveness in attracting academically able students; (2) the retention rate among MATs in teaching; and (3) what characteristics differentiate among the MATs' career choices. An assessment is given of the strengths and weaknesses of the MAT model. The MAT model appeared to be effective in attracting academically superior students. In regard to the retention in teaching and the factors that differentiated among career choices of MAT participants, the following topics are discussed: (1) who became a teacher; (2) background and training; (3) teaching experiences; (4) satisfaction with teaching?; (5) reasons for teaching; (6) reasons for leaving teaching; (7) reasons for not entering teaching; (8) other education careers. Findings indicated that the MAT model was successful in getting its graduates into teaching. A substantial number of MATs not currently teaching in the schools continue to play a role in education through such professions as adult education, administration, research, and private consulting. Some strengths and weaknesses of the MAT model are illustrated by examining information about the model's implementation and operation. Fifty endnotes provide documentation. Appendices which make up about half the document, consist of profiles of current MAT programs and 51 supporting data tables. (JD)