This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated that the instrument contained 12 reliable factors. Further, correlational analyses provided preliminary support for the instrument's construct validity by showing that major constructs were associated with each other in expected directions. Descriptive analyses indicated that faculty generally had positive perceptions about students with LD and were willing to spend time supporting students with LD. Consistent with prior research, faculty expressed greater willingness to provide minor, rather than major, accommodations. Group comparisons by faculty gender, academic unit, and rank are reported. The implications of these findings for future research and training efforts are discussed. (Contains 1 figure, 5 tables and 1 footnote.)