Interviews with 26 late-entry teachers ascertained key points in their life histories that affected their career choices. Four main patterns emerged, with the common thread across the classifications being the tendency to view teaching principally as a means of enhancing self-efficacy or other aspects of personal satisfaction. (SM)

Examines the belief that teaching is not merely a job but a calling, analyzing survey and interview data from 527 preservice teachers. Compared to other preservice teachers, those who felt a calling displayed significantly more enthusiasm, commitment to teaching, and willingness to accept sacrifices and extra duties. (SM)