Many school systems today are trying to attract top college graduates into teaching, but little is known about what dissuades this target group from entering the profession. This study randomly assigned applicants for a highly-selective alternative pathway into teaching in Argentina either to a survey about their motivations for applying to the program or to surveys that revealed information about their future pay or working conditions. The study found that applicants who received information about pay or working conditions were much more likely to report that they intended to drop out of the selection process, but were no more likely to actually drop out. Applicants with higher undergraduate grade point averages and/or scores in the selection process, however, were both more likely to report that they will drop out and to actually do so. The overall picture that emerges is one in which applicants "bluff"--that is, those who receive this information are more likely to report that they will drop out of the selection process, but they are no more likely to actually drop out. Tables and figures are appended.