A study was conducted at the 14 community colleges (17 campuses) in Pennsylvania to assess the perceptions of faculty about the relative importance of course content items in a beginning credit course in computer literacy, and to survey courses currently being offered. A detailed questionnaire consisting of 96 questions based on MECC (Minnesota Educational Computing Consortium) objectives was mailed to 178 faculty, of whom 124 responded (70% rate of return). Analysis of the 118 usable responses indicated that: (1) faculty in business, computer science, and mathematics accounted for more than half of the returns; (2) respondents considered 50 areas to be important enough to include in a three-credit course; (3) two of the campuses require a computer literacy course of all their students; (4) major programs requiring computer literacy are business, accounting, computer science, and secretarial science; and (5) 2 campuses offer both credit and non-credit computer literacy courses and 11 offer credit courses. It is recommended that a computer literacy course emphasize (1) five areas considered important by more than half of the respondents, i.e., applications, limitations, software, values, and usage; and (2) 50 items that received the highest ranking, including 16 in application, 9 in software, 7 in hardware, 6 in limitations, 5 in values, 4 in impact, and 3 in usage. A copy of the questionnaire and 24 references are included. (DJR)