This study was conducted to identify those variables that differentiate between those who choose to become teachers and those who have demonstrated competence in science and mathematics but do not choose to become teachers. Comparisons were made of the values and perceptions of career choices of all seniors in the college of education of the University of Georgia and of those seniors in the same university's college of arts and sciences who were pursuing bachelor of science degrees. A two-part questionnaire was employed. The first part asked respondents to rate the importance of 10 variables that influence career choices and the second part asked them to rate the attractiveness of teaching in terms of the same 10 variables. The variables included: (1) salary; (2) fringe benefits; (3) security; (4) job market; (5) working conditions; (6) contributions to society; (7) prestige; (8) advancement opportunity; (9) interesting work; and (10) congenial coworkers. Statistically significant differences were found between the groups on 6 of the 10 variables in terms of their importance at the time the career choices were made and on 9 of the 10 factors in terms of the attractiveness of teaching. Capable science and mathematics students who did not major in education considered salary, conditions of the job market, prestige and opportunities for advancement to be more important in selecting a career than education majors. Specific strategies are offered and outlined for increasing the supply of science and mathematics teachers. (ML)