The primary purpose of this study was to learn how socialization into the teaching profession is affected by the non-academic experiences of teachers. A secondary objective was to provide insight into the research on teaching that has demonstrated that teachers pass through stages of career development. Participants were two groups of teacher education graduates: those who were traditional college-age students (under 30) and those who were classified as nontraditional or returning students (over age 30). The longitudinal study focused on: (1) whether the differences found initially between the two groups of newly certified teachers were still apparent five and six years following the completion of their preservice programs; and (2) how the career development patterns within each group were influenced by the initial differences. Participants had completed their preservice education at an urban mid-western university five and six years ago. Results indicated: (1) more nontraditional-aged teacher education graduates are teaching five and six years after certification; (2) initial differences between the groups diminished after five or six years of teaching; (3) nontraditional-aged teachers perceived a variety of factors as helpful in preparation for teaching; and (4) traditional-aged teachers are more inclined to set goals outside the classroom, such as administrative positions. (JD)