Differences in perspectives concerning planning between administrators and planning staff were investigated at a midwestern university through interviews, and the results were used to identify ways to reduce these differences. In addition, the literature concerning planning in higher education was reviewed to identify institutional and planning process characteristics needed for optional results. The role of the chief executive officer in the planning process is addressed, and it is suggested that the planning process should be: strategic, linked to the resource allocation, integrated with the institution's regular operations, comprehensive, contain a policy analysis component, and implemented according to a plan and assessed. Interviews at the university were conducted with senior administrators, faculty, and planners or institutional researchers. Although there was consensus regarding preferred institutional characteristics and the characteristics of the planning process, there was considerable difference of opinion concerning the existence of top administrative support between senior administrators and senior planning staff. Senior administrators reported a great deal of support for planning, while the senior planning staff felt that the senior administrators were not committed to planning. Faculty respondents were mostly concerned with the opportunity for significant input at the appropriate time, as compared to the decisions themselves. It is recommended that planners should: take the initiative to understand the decision-maker's environment and style; help the decision-maker assess the implications and consequences associated with alternative decision scenarios; try to persuade the decision-maker to utilize data provided by the planner; and tolerate a planning decision-making process that is not fully rational. (SW)