During the 20th century, interest among policy makers and academics increased significantly regarding understanding and improving the relationship between schooling, ability, and wages. As a result, attention has since been focused on the determinants of intellectual proficiency and its effect on labor market outcomes and social behavior. However cases of high-IQ people who fail to succeed in life because of their lack of adaptation to expected social behavior are numerous; similarly, low-IQ people who succeed thanks to their motivation, self-esteem, and trustworthiness are equally numerous. When considering improvements in educational performance, policies generally focus on intelligence tests. The excessive focus on intelligence has likely induced researchers to overlook the impact of behavioral traits. This dissertation contributes to the literature by analyzing the importance of both intelligence and attitude within the return to schooling, and by quantifying the changes of the return to schooling, intelligence, and attitude with labor market experience.