This study tested Chapman's model of the influences on teacher retention in teaching. Discriminant analysis was used to test the significance of differences among four groups of college graduates with teaching certificates: (a) taught continuously, (b) intermittent teachers, (c) left teaching, and (d) never taught. Significant differences were found among the groups in a pattern that supported the model. The four groups responded to different incentives in formulating their career choices. Implications for teacher education, school administration, and public policy concerned with the quality of schooling are discussed. © 1986 Taylor & Francis Group, LLC.