This paper reports selected findings from a study of formal, institution-wide planning in the United States undertaken by the National Center for Postsecondary Governance and Finance, located at the University of Maryland. The study included a review of higher education planning literature, a survey of administrators at 256 institutions, and intensive interviewing at 16 of those institutions. The study found that the following factors, among others, limit successful formal institution-wide planning: lack of trust and fundamental disagreements over the character of an institution; ideological conflicts over planning concepts; expectations that planning will eliminate decision-making politics; inconsistencies between planning structures and regular institutional decision-making structures and processes; incorrect assumptions about sources of initiatives for change; lack of advocates for specific changes; incorrect assumptions about types of information needed to plan; failure to find a planning process that effectively balances requirements for flexibility with those for control; pressures to address immediate concerns; costs of comprehensive planning processes; and failure to view planning as learning. Characteristics and approaches common to institutions that were successfully determining their directions, despite these many impediments, are outlined. (Six references.) (JDD)