The purpose of the study was to determine the extent to which differences existed in the career choice competencies (career maturity) of white male high school dropouts and retainers in the 10th and 11th grades in Cabell County, West Virginia. Dropouts and retainers were compared on the following career choice competencies as measured by the Career Maturity Inventory (CMI): (1) self appraisal, (2) occupational information, (3) goal selection, (4) planning, and (5) problem solving. The following null hypothesis was tested: When the variables curriculum choice and grade level are statistically controlled, significant differences do not exist between dropout and retainer male students in grades 10 and 11 in Cabell County, West Virginia in terms of their career maturity. The following null sub-hypotheses were tested: When the variables curriculum choice and grade level are statistically controlled significant differences do not exist between dropout and retainer male students in grades 10 and 11 in Cabell County, West Virginia, in terms of their career maturity on the following career choice competencies: Sub-Hypothesis I: Self Appraisal Sub-Hypothesis II: Occupational Information Sub-Hypothesis III: Goal Selection Sub-Hypothesis IV: Planning Sub-Hypothesis V: Problem Solving A total of 107 white male high school students in grades 10 and 11 who dropped out of the Cabell County, West Virginia public schools from October 1, 1975 through March 31, 1976 comprised the dropout sample. A randomly-selected sample of retainers were matched by curriculum choice and grade level to the dropouts for a total participating in the study of 214. Data were collected on site by administering the CMI individually to dropouts and retainers. Multivariate Analysis of Variance was used to test the equality of mean scores among two groups, dropouts and retainers. All hypotheses were tested and rejected at the .05 alpha level. On the basis of the MANOVA the findings were: 1. Dropout and retainer male students in grades 10 and 11 in Cabell County, West Virginia differ significantly in terms of their mean scores on career maturity. Furthermore, dropouts and retainers differ significantly in terms of their mean scores on self appraisal, occupational information, planning, goal selection, and problem solving competencies. 2. Dropout and retainer male students in Cabell County scored lowest on the problem solving competency. 3. A linear relationship existed between grade level and scores on the CMI. 4. The first order interaction effect of grade level and curriculum choice was significant on the linear combination of scores for dropouts and retainers. The second order interaction effect of grade level by group was significant on a measure of career maturity. The second order interaction of curriculum choice by group and curriculum choice by grade level was not significant on a measure of career maturity. The third order interaction effect of grade level by curriculum choice by group was significant on a measure of career maturity. On the basis of the MANOVA the following conclusions were drawn: 1. Dropouts possess fewer competencies to make career choices than retainers. 2. As grade level increases, scores on a measure of career maturity increase. 3. Career maturity is a specific aspect of general development. 4. Percentages of dropouts are highest in the tenth grade and from the general curriculum. Percentages of students dropping out of the college preparatory curriculum in high school are negligible compared to students dropping out of general and vocational curriculums. Recommendations were made for utilization of the results of the study in the remediation of the dropout problem. / Ed. D.