This student-faculty interaction study of 21 Southern California junior colleges (1) defined the interaction operationally, (2) gathered normative data, and (3) tried to determine correlates of this interaction. It also tried to validate four forms of student-faculty interaction schedule. Questionnaires were sent to a random 10% sample of selected English classes and a random 20% sample of certain instructors. Data came back on 5400 students and 546 teachers. Of the students, the median age was 19; 57% were male; 15% were married; 13% of the men were 1A and 50% were 2S on the draft; 76% planned to transfer while 13% were undecided; 65% worked; and the average had a 2.4 GPA, carried 13 units, and lived eight miles from campus. The average faculty member thought 43% of his efforts should be devoted to transfers. Eighty per cent of them had a Master's degree, 9% a doctorate; 25% were doing graduate work, and 50% had a supplemental job. Interdepartmental differences were found on the importance of faculty advising on programs, sponsoring and participating in co-curricular activities, and being available to help with homework. Student ratings differed significantly on best and worst instructors on scales measuring certain Rogerian constructs. Instructor statements on this interaction are summarized. The study concluded that any increase in interaction would have to be initiated by the instructor and suggested ways to increase psychological interaction with the students. (Author/HH)