Research regarding the antecedents and consequences of faculty cultures was surveyed, based primarily on computer searches of ERIC (1966-79), "Sociological Abstracts" (1963-79), and "Psychological Abstracts" (1967-79). Faculty cultures is used to refer to work-related perceptions, norms, and values that are shared by some or all of the teachers within a given school. Collegial interaction directed toward the solution of common and recurrent problems is seen as a fundamental dynamic in the creation and maintenance of informal cultural guidelines for instructional practice. Responses to six essential problems in teaching are described. Those problems are: inadequate preparation, ambiguous goals, precarious autonomy, instructional isolation, and batch-processing of students. It is concluded that despite professional and organizational barriers to faculty solidarity, informal work groups do develop and that these primary groups offer their members help, support, guidance, and consensual validation regarding appropriate instructional practices. A sociological model of the teaching-learning process is presented, within which collegial relationships and faculty cultures are central. Research linking faculty cultures to student achievement is highlighted and the need for further research is noted. (Author/SW)