The major components of collegial interaction of college and university faculty and of faculty in different disciplinary groupings were studied, and the way that these components differ among four-year college and university faculty were addressed. Faculty at a Ph.D.-granting university and two liberal arts colleges were studied. Pilot interviews were conducted with faculty members to identify specific individuals with which they had a meaningful professional relationship and to indicate the nature and development of each such relationship. Based on the interviews, a questionnaire was developed and pretested. The final questionnaire included 30 items representing research, teaching, professional, institution, and social functions that colleagues perform for each other. The results of factor analysis indicate nine functional components of colleagueship: general campus and off-campus college stimulation, support, and collaboration; collegial interaction centering around the informant/advisor role; interaction directly related to the teaching role; interaction related to sponsorship for academic positions and nomination for professional association and institutional activities and officers; interaction directly related to the research role; and social/personal friendship. Discriminant analysis indicated that the most powerful discriminator between subgroups was campus colleague stimulation and support. Liberal arts college faculty were significantly higher on general interaction with campus colleagues than were university faculty. Additional findings are considered. Factor matrix data, a list of 30 colleagueship functions, and a bibliography are appended. (SW)