This paper reports on a survey sent to 1,559 faculty members at 6 widely diverse colleges and universities in 3 states in the fall of 1968. Seventy percent of the questionnaires were returned. The purpose of the questionnaire was to determine faculty attitudes toward educational change and to learn more about the characteristics of those who favored change as contrasted to those who did not. The results indicated that the majority of faculty members favored change, but there were sharp differences between those who did and those who did not. The faculty who favored change were more likely to see the purpose of college education as self-development in students, emphasized personalization in the educative process, held permissive views about student personal life, believed in a theory of teaching and learning emphasizing the self-motivating power of students, and favored giving students significant roles in academic and social policymaking. They tended to be from the junior ranks, politically liberal, non-religious, and taught in the humanities or the social sciences. Those opposed to academic change wanted students to acquire vocational and technical competence, deemphasized the need for close faculty-student relationship, emphasized external motivation, and opposed student participation in governance. Most were from the senior ranks, more conservative, and religious. (AF)