In spring 1995, Virginia's John Tyler Community College (JTCC) conducted a survey of faculty to assess their perceptions of the integration of general education into classes and programs at the college. A total of 100 surveys were distributed to full-time faculty members and a random sample of adjunct faculty members, receiving a 34% response rate. Faculty were asked to identify a specific course and rate JTCC's four general education outcomes (i.e., communications, critical thinking, understanding culture and society, and computational and computer skills) as essential, very important, important, unimportant, or not applicable for the course. Faculty were also asked to describe classroom activities, behaviors indicating mastery, assessment methods, and the estimated percentage of students demonstrating mastery. Study findings included the following: (1) communication skills were rated as at least important by all of the respondents, while estimates of student mastery ranged from 30% for math to 99% for childhood development; (2) 71% of Arts, Sciences, and Public Services (ASPS) and 84% of Allied Health, Business, and Technologies (AHBT) respondents rated developing analytic and problem-solving skills as essential, while estimates of student mastery ranged from 20% to 99%; (3) about 50% of all respondents rated understanding culture and society as at least important, with student mastery ranging from 25% to 100%; and (4) 19% of ASPS and 38% of AHBT respondents rated computational and computer skills as essential, while mastery ranged from 40% to 99%. (The survey instrument is appended.) (KP)