Faculty from five of Pennsylvania's 14 community colleges and a sample of students in courses taught by these instructors were surveyed to explore (1) the variations in faculty attitudes toward community college philosophy and progressive-traditional orientations in education; (2) the degree to which teaching roles are student- or subject-oriented; (3) the extent to which role orientation in teaching affects perceived teaching effectiveness; (4) aspects of socialization and their effect on faculty attitudes; and (5) the effect faculty occupational reference groups have on faculty attitudes. Findings suggested that while faculty tended to accept the community college philosophy, almost 28% of the respondents evinced a rather negative view toward institutional objectives. Although faculty were found to be more progressive than traditional on educational issues, the overall pattern was one of ambivalence. Findings also revealed a tendency toward a student-centered teaching approach, and that students themselves perceived faculty as being effective teachers. Teacher's role orientation had little or no effect on how students evaluated performance. Finally, it was revealed that the extent to which individuals identify occupationally with the community college, as 70% of respondents did, predicates their acceptance of its philosophy. Literature reviews on individual topics and a bibliography are included. (MB)