The number of U.S. citizens ages 65 years and older is steadily increasing, and members of this cohort are redefining what it means to be an older adult. As members of the Baby Boom generation reach older adulthood, many of them are seeking educational opportunities to help them to meet their needs and desires as lifelong learners. Several factors encountered in learning environments may either enhance or inhibit lifelong learner satisfaction. Research has suggested that the instructor-learner relationship may play a key role in learner satisfaction among older adult learners (Creasey, Jarvis, & Gadke, 2009; Kuh, Kinzie, Schuh, Whitt, & Associates, 2006; Strange & Banning, 2001). This study employed the Fraboni Scale of Ageism, a 29-item survey designed to measure 3 dimensions of ageism: stereotyping, tendency to separate, and affective attitude. An analysis of the participants' responses was conducted. The ages, gender, and years of teaching experience were analyzed for indications of trends among groups of participants. Drawn from the analysis of the participants' responses were descriptions of the perceptions that university professors teaching at a public 4-year university have of older adult learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]