This study examines the faculty workload policy of a community college that makes extensive use of non-traditional, innovative teaching methods. To measure workload, a mathematical equation whose sum was expressed as 100% was designed to include five factors: instructional hours, number of preparations, weekly student contact hours (WSCH), outside assignments, and paraprofessional assistance. Workloads of 163 full-time day faculty in eight instructional divisions were analyzed for 1974-75 and compared with a reference "standard load" (SL). It was found that: (1) instructional hours per week averaged 16.9, or 12.6% more than the 15 hour SL; (2) preparations per week averaged 4.51, or 8.8% fewer than the five SL preparations; (3) WSCH averaged 545.83, or 9.17% more than the 500 WSCH of the SL; (4) outside assignments per week averaged 6.29 hours, or 25.8% more than the five hour SL; (5) paraprofessionals provided 11.71% of a standard teaching load, equivalent to a total workload of 19.46 full-time teachers; and (6) total teacher load averaged 93.94%, or 6.1% less than the 100% standard load. It was also found that the present workload policy provided fair work assignment for 77.9% of the faculty, but that workload among divisions ranged from 86.23% to 114.29%, indicating a need for reexamining that policy. Recommendations are made and supporting contractual and statistical data are appended. (RT)