This paper examines whether and how teen delinquency is consequential for a variety of educational and employment outcomes. From the National Longitudinal Survey of Youth we measure five forms of delinquency from 1979 when respondents were 14-17 years old, and investigate whether they predict five different outcomes when those individuals were aged 25-30. We measure delinquency as the prevalence of skipping school, drug use, violent behavior, engaging in property crime, and contact with the criminal justice system. Using a variety of regression models, we explore whether delinquency has negative zero-order effects, and negative partial effects net of standard status attainment variables. We find that all types of delinquency have consistently significant and negative impacts on educational attainment among both males and females, net of status attainment variables. Delinquency has also a fairly consistent impact on male occupational outcomes, but has weaker effects on female occupational outcomes. Overall, the data suggests that delinquency has autonomous and negative effects on later life chances. We discuss these findings in light of links between Status Attainment models and theories of crime and delinquency. What happens in young adulthood to those who were rebellious, delinquent, or resistant during their youth? Does teenage delinquency tend to spoil adult outcomes, or alternatively, is it a mere passing phase with few long term consequences? And what do these outcomes tell us about the meaning of youthful deviance? In this paper we pursue empirically these questions by focusing upon educational and occupational attainments, and explore whether there are direct or indirect links between juvenile misconduct, educational success, and adult occupational attainment. Status Attainment and Delinquency: Good and Bad Capital Investments To explain school and occupational achievement, status attainment models originally employed a host of individual background, social psychological, and educational variables (see Sewell and Hauser, 1980). More recent research has shown how, in addition, disciplined work habits, cultural capital, social capital and parental involvement in their children's education all aid attainment net of social background and measured school ability (e.g.