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A study was conducted (follow-up to SP 004 600) of the 1,186 recipients of the Ed.D. and Ph.D. degrees in education in the United States in 1958. Questionnaire data was collected to investigate 5-year career development and job satisfaction plus ability and achievement (as measured by high school graduating class rank, intelligence test scores, and mathematics-science GPA). Conclusions were drawn from findings related to 13 specific questions: Concern over superiority of one degree or the other is not fully warranted. The imagined superiority of doctoral incumbants in certain types of positions within the profession is questionable. Certain types of employing organizations and certain types of colleges do not necessarily attract graduates with greater ability or achievement. Speculation as to superiority of those in certain major subject areas is not entirely supported. Areas outside education attract only 5 percent of the degree holders, the majority seeking employment in a college or university. The group is quite mobile and generally satisfied with economic, position, and achievement conditions. Recipients devote much time to administration as contrasted with teaching, counseling, and research. Degree holders enjoy considerably higher earning power than is often thought. The doctorate has been very influential in enhancement of status role. (Complete findings are included. Related documents are SP 004 599-SP 004 602, and ED 010 188.) (JS)