Because there is concern with undergraduate writing deficiencies, and because college of education faculties are sometimes unclear as to what specific problems students encounter, a study attempted to determine what specific problems in students' writing are encountered by education professors at the University of Saskatchewan. Another goal of the study was to discover any relationships among the professors' perceptions of student writing problems, their course writing requirements, and their own attitudes towards language. Thirty-three full time faculty members completed a form that elicited information about department, course level taught, and types and number of required exams and assignments. The questionnaire also contained student writing error types that the respondents checked, ranked, and added to, and a 38-item language attitude survey (Kean and Personke). Finally, respondents were asked to collect and submit for study samples of student writing. Results indicated that student writing in the college of education was reasonably healthy, although recurring errors that need constant attention existed. Other conclusions included: (1) all faculty could assist students by responding to student writing rather than simply assigning grades; (2) faculty and students need to understand the writing process; (3) students need guidelines for writing in the argumentative mode and for understanding the criteria on which their writing is being evaluated; (4) faculty need to be familiar with the distinctions between the various aspects of writing; and (5) faculty need to evaluate the types of major assignments and examinations that make up course requirements. (Survey instruments and examples of student writing errors are appended.) (CRH)