The educational beliefs of seven mechanical engineering faculty members at one university were examined in the context of their department and the history of the engineering education. Participants were selected to cover the demographic range across the department. Each of the faculty members was interviewed and observed at two points over the course of an academic year. Interviews focused on course syllabi, course goals, course content and structure, teacher role, perceptions of students, student evaluation, and the instructional development agenda for the course. The mechanical engineering department at the university was fractured between its two major divisions (thermosciences and design), with significant social and intellectual differences between the two. Despite commonalities at one level, key differences were found among: the academics' educational beliefs about the nature of the profession; learning goals for students; teaching approaches; and analysis of student difficulties. Illustrative case examples are included. The paper concludes that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences within the field. Implications for research on teaching and faculty development are discussed. (Contains 40 references.) (SM)