Studies conducted over the last 7 years have provided timely information on practitioner views of graduate preparation program curricula. A paucity of information exists on the perceptions of faculty responsible for developing and maintaining coursework in student affairs administration. The purpose of the study was to provide data on faculty attitudes toward the relative importance of intended learning outcomes. Survey research using a cross-sectional design measured current beliefs through both quantitative and qualitative methodologies. The results indicated that respondent opinions on the relevance of coursework reflect current approaches to the core curriculum by emphasizing interpersonal knowledge and skill development. This may result in inconsistencies with the perceived needs of practitioners reporting a greater need for administrative competencies. (Contains 5 tables.)