This document is an English-language abstract (approximately 1,500 words) of an investigation of a group of teacher applicants observed during the entrance examination, the training period of four years, and the first three years of teaching. The study was divided into four parts: (1) the effects of selection and training on the results of professional training as they are evident before entering professional life; (2) the general development of the teacher during the training school years; (3) the placement of newly graduated teachers and their adjustment to the school environment; and (4) the predictability of field success already in connection with the entrance examination and the possibilities of increasing teaching efficiency and adjustability to the teaching profession. Among some of the observations after the first in-service years was that the teacher's first assignment and the quality of his first assignment did not correspond to the level of his qualification certificate. The teachers from the upper social strata had stronger incentives to remain in the teaching career than those from the lower strata. The rise and fall in the development of the teacher correlated more with his aims and motives than with his working environment. (Author/GDB)