Although American employers call for schools to improve students' achievement, surveys of employers suggest that they do not use students' grades in their hiring decisions. Japanese employers use grades in their hiring, but are ambivalent about this procedure and vague about how thoroughly they act on it. This study examines the influence of grades, noncognitive behaviors, and fathers' occupations on the early occupational attainments of high school graduates in the United States and Japan. Analyses of High School and Beyond longitudinal surveys in both countries find that high school grades have large effects on early jobs in Japan, but little effect in the Unites States, especially for males. Moreover, contrary to contentions by Bowles and Gintis, noncognitive behaviors have few influences on jobs in either country. The authors speculate about the implications of this system for youths' incentives, counselors' advice, and youths' experience in the transition from high school to work.