This study flows from a theoretical model that views teachers' careers in the context of a social systems approach. This paper reports an effort to utilize model building to generate research. A discussion is first presented on the process of model building, and a working model of teacher career stages is presented. The model is based on the following phases of a teaching career: (1) pre-service; (2) induction; (3) competency building; (4) enthusiastic and growing; (5) career frustration; (6) stable and stagnant; (7) career wind-down; and (8) career exit. The concerns and characteristics of teachers during each of these phases are described. A discussion is presented on the personal and organizational influences on the teacher's career cycle. Incentives for professional growth are analyzed, and a review is offered of diverse professional delivery modes. The research questions that formed the foundation for this study were derived from the Teacher Career Cycle Model. These questions concerned whether or not there are differences among career stages with regard to: (1) self-reported characteristics of teachers; (2) teacher identified personal and organizational environmental influences; (3) teacher identified appropriate incentives and rewards; and (4) teacher identified appropriate professional delivery models. Implications of the research findings are reviewed in terms of refinement of the Career Cycle Model and future research and practice. A 67-item reference list is included. (JD)