Enjoying the general economic affluence experienced by most Americans, the classroom instructor is no longer dominated by the "depression syndrome." Although affected by the nation's teacher oversupply, he does not feel tied to his position or institution because of economic necessity or the lack of other available employment opportunities. This awareness of economic and professional alternatives is reflected in increased mobility, independent thought, and the instructor's demands for higher salaries and status. A teacher is awake to the fact that he does not have to be satisfied with his job or adopt a servile posture simply for the opportunity to teach in a school. He has a choice; he does not have to teach, or at least he does not have to teach in a particular school. A generalization which implies that teachers of a generation ago never changed jobs or quit the profession would certainly be inaccurate. It is accurate, however, that the opportunities presented in the business world, college teaching, secondary and elementary education, and graduate school fellowships give a teacher many more alternatives than before. His opportunities for geographical and professional mobility have increased dramatically in the past two decades. Not unlike the remainder of American society, the teacher's horizons have spread beyond local, state, and even national boundaries. [This article was originally published in 1974.]