A longitudinal study (1956-62) of 4,948 education majors during their junior and senior years was conducted to identify biographical, academic, and psychometric factors characteristic of students who persist and student who do not persist in a teacher education curriculum. The data variables which were analyzed against the criterion of persistence were, in addition to the above-mentioned factors, from achievement test scores and postbaccalaureate questionnaires. Eight questions framed the collection and analysis of data. Results are of descriptive value, especially from questions regarding the characteristics of juniors entering the college of education, the number and location of students teaching after graduation, and the achievement levels of five standardized tests of juniors and seniors. Additional findings indicate the following: in determining differences between "persists" and "nonpersists," only overall grade point average contributed significantly, and information available at the time of admission is not an effective predictor; men and women who persisted had different patterns of scores, with high school rank being the most effective single variable; generally, persistence or nonpersistence could not be determined by achievement tests, even after adjustment was made for ability differences; and the pattern of significant gains in educational development differed but personality test scores did not differ among students grouped according to major fields. (LP)