This study examined the attitudes of faculty senate leaders concerning the role of faculty in university governance, their own motivations for becoming involved in governance, and their leadership styles. A survey questionnaire was developed and mailed to 100 faculty governance leaders at research and doctoral institutions. Nearly half of the 78 respondents indicated that they held their faculty status in the liberal arts or humanities, followed by science and education. Just over two-thirds were male, and 86 percent were tenured. Respondents agreed or strongly agreed that an ideal governance process utilizes a faculty advisory board as a conduit through which faculty participation is solicited and that institutional procedures involve faculty input early in the decision-making process. Respondents identified five factors which they agreed most strongly with as the motivation for their willingness to be involved in governance activities: empowerment, sense of responsibility, importance of decision-making, being asked to serve, and sense of professionalism. It was found that regardless of whether faculty governance leaders were more process orientated or task oriented, they perceived the same skills as necessary for effective leadership: judgment, oral communication, organizational ability, written communication, and leadership. (MDM)