The study adapted Astin's I-E-O model and utilized multiple regression analyses to predict faculty attitudes toward developmental education. The study utilized a cross-sectional survey design to survey faculty members at 27 different higher education institutions in the state of Alabama. The survey instrument was a self-designed questionnaire that included closed-ended demographic, background, and behavior questions about the participants, as well as closed-ended, Likert-scale questions that addressed attitudes about developmental education and developmental students. The questions contained within the questionnaire stemmed from both the researcher's hypotheses (e.g., age or gender), as well as characteristics examined within the literature (e.g., length of service or tenure). A pilot test of the survey instrument was conducted in order to determine the validity and reliability of the survey, and based on the pilot test, the instrument was deemed both reliable and valid. Faculty members' personal, institutional, and professional characteristics were examined in order to determine any that might predict positive or negative attitudes toward education, focusing on developmental instructors in the state of Alabama. The final sample number utilized in the analyses was 113 developmental education faculty members from the state of Alabama. The study found that there were three predictors in the model that could be used to predict faculty attitudes toward developmental education. There was a statistically significant relationship between the independent variables of gender, field of study, and journal reading and faculty attitudes toward developmental education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]