A survey was conducted to determine the amount of autonomy for each of three music faculty types (performers, theorists-historians, and music educators). Autonomy was measured by comparing the actual time devoted to the various job-related activities with the time each faculty type would like to devote to the activities. A questionnaire listing 16 typical activities of music faculty was sent to 207 full-time music faculty members in state-supported universities. The response rate was 54.6%, representing 113 usable responses. Results included the following: (1) all faculty devoted most of their time to teaching-related activities; (2) faculty seem to have considerable autonomy in their teaching duties, in that the teaching activity they most prefer is the one in which they spend the most time; (3) performance faculty would like to devote more time to performance, while theorists-historians and music educators would rather not perform at all; (4) all three faculty types would like to devote more time to research-related activities; (5) music educators and performers devote a great deal of time to administrative and committee work and would rather not, while theorists-historians are only marginally involved in such duties and like that lack of involvement; and (6) performers and music educators work 8 to 10 hours more per week than theorists-historians. It is felt that these results show great differences in the amount of autonomy of music faculty and that these differences have strong management implications for music school administrators. Contains 51 references. (KM)