The relationship between anxiety, educational self-theory, and vocational preference was investigated using two separate samples (149 and 262) of high school students. Anxiety was measured using the anxiety component of Zuckerman's Affect Adjective Checklist (AACL). A measure of self-theory was obtained via the Profile of Read/Ideal Scholastic Motivation (PRISM), and vocational interest was measured by Holland's Vocational Preference Inventory (VPI). The research data lent support to all three hypotheses: (1) that high-anxious subjects would have a lower degree of differentiation on the VPI than low-anxious subjects; (2) that there would be a positive correlation between anxiety and the Diversity of Ideas scores on PRISM; and (3) that high-anxious subjects would select occupations of higher prestige than low-anxious subjects. The results indicate that anxiety is clearly related both to diversity of ideas and to social factors such as extrinsic motivation and status. It is suggested that by stressing external rewards and direction, schools may be raising anxiety levels and limiting vocational choice, particularly for females. (Author/MEK)