ROLE ATTITUDES AND CAREER ACTIONS OF THREE TYPES OF JUNIOR COLLEGE TEACHER AT TWO SIZES OF COLLEGE ARE ANALYZED. THE TEACHERS ARE THOSE WHO (1) COME FROM HIGH-SCHOOL TEACHING, (2) COME FROM A 4-YEAR INSTITUTION, AND (3) COME DIRECTLY FROM GRADUATE SCHOOL. THE FIRST GROUP CONSIDERS THE JUNIOR COLLEGE AN ADVANCEMENT, ALREADY ENJOYS TEACHING, HAS NO INTEREST IN RESEARCH, HAS SUPERIOR SUBJECT MATTER KNOWLEDGE, AND APPRECIATES THE HIGHER PAY. FOR THESE REASONS, AND BECAUSE OF LONG-STANDING INVOLVEMENT IN THE COMMUNITY AS A WHOLE, MEMBERS OF THIS GROUP ARE UNLIKELY TO MOVE EXCEPT HORIZONTALLY AND REGIONALLY. THE FORMER PROFESSORS HAVE VARIOUS REASONS FOR ACCEPTING JUNIOR COLLEGE WORK, WHICH THEY CONSIDER SOMETHING OF A DEMOTION. THE "PUBLISH OR PERISH" SYSTEM OR EVEN THE OVER-EMPHASIS ON DEGREES CAN BE DISTASTEFUL TO SOME, AND THEY MAKE A READY ADJUSTMENT TO THE TEACHING ROLE. THE COMPARATIVE PEACE AND ECONOMIC SECURITY OF THE JUNIOR COLLEGE AND, IN TIME, A GROWING IDENTIFICATION WITH THE COMMUNITY BECOME SUFFICIENT COMPENSATION FOR THE CHANGE. THE GRADUATE STUDENT IS MORE UNCERTAIN OF HIS MOTIVES. HE SEES THE JOB AS NEITHER DEMOTION NOR PROMOTION BUT AS A TRY AT TEACHING. HE CAN STILL TURN TO RESEARCH AND THE PH.D. OR TO INDUSTRY AND, BEING YOUNGER, WILL BE LITTLE ATTACHED TO THE COMMUNITY, PROFESSIONALLY OR SOCIALLY. THE SIZE OF THE COLLEGE APPEARED TO HAVE NO EFFECT ON THE TEACHERS' DECISIONS. THIS ARTICLE IS PUBLISHED IN "SOCIOLOGY OF EDUCATION," VOLUME 40, NUMBER 3, SUMMER 1967. (HH)