Factors were studied that were related to the supply and demand of vocational agricultural teachers in South Carolina. Study objectives were to identify trends in employment choice of agricultural education graduates and to identify factors that influence them to teach or to accept employment in other fields. Mailed surveys were returned by 84 graduates of the Clemson University Agricultural Education program. Results showed that less than one-half of the graduates can be expected to take agricultural teaching jobs, and approximately one-half of these will leave teaching for other jobs. Positive influences to teach were working with students, a sense of accomplishment, and a strong belief in the value of agriculture. Negative factors were discipline problems in schools, salary level, and little appreciation or support by school administration. Recommendations to encourage agricultural education graduates to take teaching positions and remain in them included accentuating the rewards of teaching to reduce the impact of low salary, redesigning teacher education programs to give prospective teachers a realistic view of discipline problems, identifying and eliminating reasons for the poor relationship with administrators, and emphasizing the positive factors. (The survey is appended.) (YLB)