A study was conducted to examine the influence of administrative actions on levels of faculty commitment to administratively defined priorities. Previous research conducted in a large, urban, multi-campus community college district revealed four district goals: serving new clientele, strengthening developmental education, retaining students, and preparing students for entry-level jobs or improving job skills. In addition, seven administrative actions directed toward goal achievement were identified: planning, staff development programs, reorganization, reassigning staff, hiring new staff, evaluation, and resource allocation. A 62-item questionnaire, the Attitude Toward District Priority Inventory, was completed by 34% of the faculty members in the district (N=235), revealing their attitudes toward the four district goals, their perceptions of the administrative actions, and their self-reported participation in organizational activities. Study findings included the following: (1) faculty members who demonstrated the highest commitment to any of the four goals were involved in organizational activities and attended district staff development activities; (2) for three of the four goals (i.e., commitment to serving new clientele, developmental education, and occupational education), committed faculty members were more likely to be female than male; and (3) faculty members committed to developmental education, student retention, and occupational education perceived progress toward achieving these goals in the district. (HB)