T HE rise of academic personnel programs, reflecting an increasing interest in the individual student, has led to an emphasis on the problems of vocational guidance. While there is some disagreement as to what the functions of a personnel program should be and as to how they may be best carried out, those studying guidance show a rather marked unity of opinion in believing that competent vocational guidance is a legitimate and much-needed function of academic personnel work. A questionnaire, designed to obtain information on several types of vocational problems, was answered by the I,356 students enrolled in the general curriculum of the College of Liberal Arts and Sciences of the University of Illinois when they registered for the spring semester of I944. In addition to the general curriculum, primarily designed for the student who is seeking a liberal education but who does not have a definite professional career (except perhaps education and journalism) in mind, there are at Illinois special curriculums, such as pre-medical, pre-legal, and pre-dental. The first question asked was, Have you selected your vocation? About one-third of the Freshmen and twothirds of the Seniors indicated that they had selected vocations. Thus, about one-third of the Seniors either had not selected vocations or were not sure of specific vocations. To the second question, Have you tried to get help in deciding upon a vocation? about two-thirds of the students replied that they had tried to get some help. The percentage of Seniors who had sought vocational help was the smallest class group. Eleven possible sources of vocational advice were listed in the questionnaire, and the students were asked to check those from which they had received help in selecting a vocation. Only one-fourth of the students reported that they had received any help from the staff of the University (whether administrative, instructional, personnel, or clerical) in deciding upon a vocation. While more Seniors than Freshmen said they had received vocational help from the University, the actual percentage of students receiving such help was extremely small. A large number of students had received their only vocational guidance from highschool teachers and principals, parents, friends, and neighbors.