Substantial research suggests that the teaching profession attracts men and women who desire intrinsic rewards and who approach teaching as a mission or calling. Joseph and Green argue that these motivations need to be interpreted in light of myriad social and economic realities. The authors collected data from a broad age range of prospective teachers and discuss alternative explan ations for why men and women are now deciding to enter the teaching profes sion. Implications for teacher education and suggestions for additional research are highlighted.

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