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Description: Intellect is an important personality trait, especially with regards to the prediction and explanation of intellectual performance, such as occupational or academic success. However, much less is known about the development of intellect. We present results from a longitudinal study spanning eight years to investigate changes in intellect during a critical period: The transition from school to vocation. The study is based on a large and heterogenous sample with up to 1964 participants per measurement occasion. Using a facet approach, we investigate predictors of longitudinal trajec-tories theoretically derived from construct definition, including subjective and objective attributes of the education and profession; attitudes regarding the malleability of personality traits; as well as personality traits beyond intellect, especially the Big Five and intelligence. Results reveal some support for the social investment principle according to neo-socioanalytic theory as epistemic job demands and epistemic leisure activities predicted the increase in intellect over time. The study contributes to our understanding of the development of personality traits related to intellectual achievement, including important internal and external predictors of longitudinal trajectories.