Abstract
Allegations that the most able simply intend to leave teaching were challenged by qualitative and quantitative data collected from 147 prospective teachers completing their credentialling diploma. A conceptual framework combining personal construct and social learning theories modelled the influences of personal, academic and social factors on intended persistence. A single line version of the repertory grid elicited reasons for intended persistence or withdrawal which were coded into 11 categories supported by the literature. A multiple classification analysis showed that those who were confident of promotion and who were committed to and satisfied by teaching intended persisting. While the findings were less clear for psychological constructs and for academic and social integration, some of the best prospective teachers intended staying for at least five years. The course itself was well received.