A perception of "faculty power" frequently expressed during consultant/consultee interactions is analyzed, and approaches to dealing with the perception and also meeting the consultation objectives are suggested. This commonly expressed perception is that faculty hold untested strength that should not be bothered, challenged, or antagonized. In a discussion with a consultant concerning a program or workshop intervention that may be appropriate for use with a larger group of faculty, comments often are made suggesting that the faculty will not accept the intervention or will be formidable opponents. This response may be viewed as a form of protection against changing the structure or culture of an organization. The reaction also may be viewed in terms of introjection or projection. The individual's fear of resisting, doing poorly, or acting negatively toward the foci of consultation in conversations with the consultant may be projected onto the faculty. The message is a version of "I wouldn't mind engaging in the activity, but our faculty wouldn't like it." In addition, for the holder of the perception, the introjection of the concept of a powerful faculty can be ego-supporting and positive. It is suggested that the faculty's reaction to interventions may be viewed more appropriately as the responses of individuals and not of the entire class or group, or that the consultant accept responsibility for the consequences of the training intervention. (SW)