Descriptive statistics were reported by attributes and program, and tested for statistical significance. Six multiple regression analyses were completed. Overall, faculty were teacher-centered. Associate degree faculty were more teacher-centered than baccalaureate and higher degree faculty who, in turn, split between teacher-centered and learner-centered instruction. Teaching, research, professional service, community service, and clinical practice were rated as to their importance to faculty and perceived importance to faculties' institutions. Teaching was the most important role to faculty and believed to be the most important role to their institutions. Notably, there was incongruence among other faculty ratings.