This study investigated curriculum media centers (CMCs), i.e., centers that provide print and non-print materials, equipment, and support services to faculty and students in teacher education programs. Questionnaires were sent to CMC coordinators/directors and college executives at 103 selected institutions that prepare elementary, middle, and secondary school teacher candidates in 19 states representing the membership of the North Central Association (Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming). The findings of this study are based on an 81% rate of response from the CMC college executives and 79% from coordinators. Objectives of the survey were to: (1) provide information to administrators for planning and managing CMCs; (2) obtain data on CMC staff, services, facilities, and collections; (3) determine strategies for developing instructional media support via the CMC in the implementation of teacher education programs; (4) examine the effect of National Council for Accreditation of Teacher Education (NCATE) standards on CMCs; and (5) develop a media management model to improve planning and integration of CMCs in teacher education programs. Data reported include a descriptive profile of CMCs, information on preservice and inservice teacher education classes scheduled in the CMC, and perceptions of barriers to change in CMCs. Implications for CMC planning are presented. (7 references) (MES)