This longitudinal study was conducted to develop and test the Career Path Model. This model was designed to help provide educators and policymakers with a sound basis for making decisions which enhance the retention of quality teachers and recognize the importance of job satisfaction in the extremely critical early years in the profession. Teacher education graduates of Iowa State University (N=411) participated in the study by completing a survey instrument at two points, graduation and 1 year later; 369 of these teachers were measured at an additional point, 5 years following graduation. Results suggest that employment plans at graduation were the strongest predictor of 5-year career paths; those who planned to teach at graduation were more likely to report that they were teaching 5 years later. The results of the study have key implications for teacher preparation and placement of program graduates: (1) it is likely that improving student teaching experience may enhance teacher retention; (2) assistance with placement of new teachers is necessary to help them match career expectations with the right career; and (3) university-based programs for beginning teachers may also provide support and encouragement during the early crucial years. (LL)