This study presents a unique assessment of faculty perspectives about teaching and working with students with disabilities against the backdrop of the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). A randomized sample of 127 faculty from a large Midwest comprehensive university completed the survey, "Faculty Perspectives about Teaching and Working with Students with Disabilities," an instrument the authors created and based on selected items from the "Patterns of Adaptive Learning Scales" (PALS) (Midgley et al., 2000) and "The Accommodation of University Students with Disabilities Inventory" (AUSDI) (Wolman, McCrink, Rodriguez, & Harris-Looby, 2004). Results confirmed the survey's potential utility throughout the academy. Essential findings presented in this article regard faculty's (a) general approach to teaching and (b) specific attitudes and behaviors about accommodating students with disabilities. Follow-up discussion points out the efficiency of administering the survey and its applicability to other university settings. Implications for survey replication, faculty professional development, and subsequent and corroborating research are included.