In an attempt to identify generalizable features of professional development programs for faculty, the California State University and Colleges system set out in 1974 to develop and test on a local basis, several models of professional development. A systemwide Center for Professional Development was established to facilitate and monitor the various models. Nine CSUS campuses have such programs that utilize a variety of strategies and mechanisms to foster faculty and institutional renewal. Since one element of knowledge needed to effectively evaluate programs of professional development is increased understanding of faculty motivation, this study reports on hypotheses, data, and interpretations that should serve as the beginning of a theoretical and empirical approach to faculty development in the CSUC system. (Author/LBH)