FACULTY HANDBOOKS AT 44 CALIFORNIA AND ARIZONA JUNIOR COLLEGES WERE ANALYZED, AND THE RESULTS WERE COMPARED WITH FINDINGS OF A 1961 STUDY (ERIC DOCUMENT JC 660 442). WHILE SUCH HANDBOOKS HAVE BECOME MORE COMPREHENSIVE AND DIVERSE, AND WHILE THEIR CONTENTS REFLECT NEW DIMENSIONS IN JUNIOR COLLEGE EDUCATION, THEY HAVE BECOME INCREASINGLY STANDARDIZED AND STEREOTYPED. LEGAL TERMINOLOGY HAS OFTEN REPLACED SIMPLER, MORE READABLE EXPLANATIONS, AND THE HANDBOOKS TEND TO RESEMBLE POLICY MANUALS, WITH FREQUENT QUOTATIONS FROM STATE LEGAL CODES. HANDBOOKS IN BOTH STUDIES GAVE MAXIMUM ATTENTION TO PROCEDURAL, PROFESSIONAL, AND GENERAL REGULATORY MATTERS. THOSE WHO PREPARE FACULTY HANDBOOKS SHOULD GIVE ATTENTION TO (1) THE VALUE OF EACH TOPIC TO THE FACULTY, (2) INTEREST AND SUCCINCTNESS, (3) LOGICAL ORGANIZATION, (4) USE OF UNDERSTANDABLE TERMS, ESPECIALLY FOR THE NEW TEACHER, (5) EASY REFERENCE, AND (6) LIBERAL USE OF ILLUSTRATIONS, CHARTS, AND GRAPHS. THE AUTHOR IDENTIFIES HANDBOOKS WITH UNIQUE OR EXTENSIVE COVERAGE OF SPECIFIC TOPICS. THIS ARTICLE IS A REPRINT FROM THE "JOURNAL OF SECONDARY EDUCATION," VOLUME 41, NUMBER 7, NOVEMBER, 1966. (WO)