This study considers that the diversity of teachers, students, programs, and policy will strongly influence structural and functional development of junior colleges either toward several specialized and stratified types or toward conventional institutions of higher learning. Faculty attitudes toward status, teaching program, autonomy, admission standards, student counseling, and community involvement are said to be a major factor in shaping the development of specific junior colleges. Size and location are also considered influential. Reports from 386 teachers in nine large and 11 small California junior colleges produced such findings as: (1) high-potential teachers in senior college transfer programs tended to support senior college norms and practices, move to positions in senior colleges, or favor reforms of junior colleges to the senior college model; (2) low-potential teachers in vocational programs tended to favor restriction of the academic and expansion of the comprehensive roles, while encouraging the open-door policy. Various correlations are shown on 26 tables indicating a wide range of attitudes by teachers, grouped in terms of teaching program and teacher potential. Overall, the junior college was most congenial to the moderate-potential vocational teacher. (RM)