The careers of Chicago teachers exhibit "horizontal" movement among positions at one level of the school-work hierarchy in terms of the configuration of the occupation's basic problems presented by each rather than vertical movement between several such levels. One major career pattern consists in moving from the lower-class school in which careers usually begin; another consists in adjusting, over a period of years, to the problems of such schools. Having settled in a school, the teacher may be upset by changes in neighborhood structure or in the administrative personnel with whom she deals.