The purpose of this study was to determine a student's attitudes toward business, his level of occupational aspiration, and the degree of correlation between them. Two questionnaires were used: Student Attitudes Toward Business and Level of Occupational Aspiration. The business attitude questionnaire elicited student reactions to 87 business-related statements. The occupational aspiration questionnaire sought biographical information and responses pertaining to a student's idealistic shortrange, idealistic long-range, realistic short-range, and realistic long-range occupational aspirations. This study found that senior high school students' attitudes toward business were not significantly correlated with their level of occupational aspiration when compared by sex and intelligence. However, significant differences were found when student attitudes were correlated with level of occupational aspiration by high school (socioeconomic area) and by high school pattern (academic, business, and general education). Students coming from a high socioeconomic area and attending a high school in a high socioeconomic area scored significantly higher on the business attitude questionnaire than did the other two groups. Students enrolled in an academic pattern (college or university preparatory) scored significantly higher on the business attitude questionnaire than did business education students. Business and general education students' scores were not significantly different. Senior high school academic students' levels of occupational aspiration were significantly higher than those of business and general education students. However, the occupational aspirations of students in the business educa-pattern were not significantly higher than those of general education students. This study found a significant correlation between a senior high school students's concept of self (the strength of his feelings about his ability, chances of getting ahead, value of education and educational aspirations) and his level of occupational aspiration. A student's concept of self and attitudes toward business scores were not significantly correlated. Senior high school students' scholastic achievement (grade 11 scholastic average) was found to be significantly correlated with their levels of occupational aspiration. Their attitudes toward business scores, meanwhile, were not significantly correlated with their level of occupational aspiration at any of the four levels of intelligence (IQ). Nor was there a significant correlation between student attitudes toward business and scholastic achievement. Twenty-eight per cent of the students tested indicated that their parents were the greatest single influence on their educational aspirations and 43 per cent indicated that they made their own educational decisions. Academic students did, however, cite their parents as being the most influential factor significantly more often than did non-academic students. Over 60 per cent of the students reported that they made their own occupational decisions, while 10 per cent regarded their parents as being the greatest single influence on their occupational decisions. Academic students reported that their parents were more instrumental in their decisions than did non-academic students. Six per cent of the academic students and 25 per cent of the business and general education students felt that circumstances such as grades, attendance record, and interests were responsible for their choice of a high school educational program. Thirty per cent of the business education students reported that the most important consideration in their choice of an occupation was money, while 20 per cent of the academic and general education students chose money as the most important consideration. On the average, the educational aspiration of the group tested was slightly higher than a baccalaureate degree; the educational aspiration of the academic group was significantly higher than that of the other two groups. The realistic long-range occupational aspirations of the group were significantly higher than their short-range realistic aspirations, and their long-range idealistic occupational aspirations were significantly higher than their short-range idealistic occupational aspirations.