AbstractThe study reported in this article focused on the relation between an aspect of curriculum structure of secondary education, curriculum tracks, and life outcomes among women. It was hypothesized that track placement organizes the experiences that children have and subsequently forecasts their future. Log-linear regression models, which analyzed longitudinal data collected from a national sample, indicated that students in the vocational track, when compared with academically prepared students, were more likely to have low self-esteem, a traditional sex-role orientation, higher fertility rates (in this study,fertilityrefers to the presence of children, both adopted and natural), higher divorce probability, and reduced educational and occupational statuses. The author contends that vocational track students are sociologically and psychologically at-risk for life course decisions that may limit capacity for self-determination. The data demonstrate the need for an ecology-based model in school social work practice in which the emphasis for change is the interaction between target groups and their social environment. Suggestions for practice and an extensive literature review on tracking are provided.