The guidelines formulated by participants in invitational workshops at the 1966 and 1967 College Composition and Communication Conferences (CCCC) were used as the basis for the nationwide survey of 374 college teachers of advanced composition courses described in this paper. The paper outlines each of the guidelines' six topic entries (definition of the course, variety and focus, humane emphasis, course content, qualifications of instructors, and modes of instruction), discusses the teacher responses to questionnaire items based on those topics, and relates how the responses reveal current teacher practices in advanced writing courses and their attitudes toward those courses. The following results of the survey are discussed: course emphasis is largely traditional and repetitive of work assigned in freshman composition courses, a definition listing specific course objectives is needed for the advanced composition course, requiring literature majors to take a course in advanced composition is as vehemently opposed as supported by the respondents, and the CCCC guidelines need to be revised to reflect current practices and attitudes of those who teach advanced writing courses. (AEA)