Presented are the findings of a survey of students who are, or have been, participants in the King Foundation Forgivable Loan Program in Texas for preservice secondary mathematics or science teachers. Data on the number of respondents in the program and not in the program, and their reasons for staying or leaving (that is, teaching mathematics or science or not teaching those subjects) are given. The loan program seems to have had only a modest influence on students' decisions to become secondary mathematics or science teachers, although several did report such an influence. Perhaps more important, informal written comments indicate the program encouraged some others to stay with their original decision. The program's strongest influence may be on the retention rate of new teachers. Moreover, the dropout rate from teaching is low. (MNS)