The main purpose of this study was to examine the relationship between vocational personality and departmental satisfaction of instructional technology students. Holland's theory of personalities in work environments served as the theoretical framework. The participants were 103 undergraduate students enrolled in the department of Computer Education and Instructional Technology in Turkey. Findings revealed a significant relationship between vocational personality and departmental satisfaction. Based on the results of the current study, it seems that Holland's theory offers a useful framework for addressing the question of who should study instructional technology or work as an instructional technologist.