OBJECTIVES OF THIS STUDY WERE (1) TO RELATE WORK EXPERIENCES TO UNIVERSITY FACULTY MORALE, (2) TO EXPRESS MATHEMATICALLY THE RELATION BETWEEN THESE EXPERIENCES AND SELF-EXPRESSED MORALE LEVEL, (3) TO IDENTIFY THE DIMENSIONS THAT DESCRIBE THE EXPERIENCES, AND (4) TO RELATE THE EXPERIENCES TO THE DIMENSIONS. INTERVIEWS WITH 112 FACULTY MEMBERS PRODUCED 663 SPECIMEN STATEMENTS OF EXPERIENCES, FROM WHICH 31 POSITIVE AND 31 NEGATIVE ONES WERE SELECTED ON THE BASIS OF FREQUENCY OF MENTION AND APPLICABILITY TO MORALE. THEY WERE ARRANGED IN RANDOM ORDER IN CHECKLIST FORM AND SUBMITTED TO 512 FACULTY MEMBERS. THE 282 RESPONDENTS CHECKED THE EXPERIENCES APPLICABLE TO THEM AND RATED THEMSELVES ON AN 11-POINT MORALE SCALE. IT WAS FOUND THAT 3 POSITIVE STATEMENTS WERE CHECKED FOR EVERY NEGATIVE ONE. ITEM ANALYSIS IDENTIFIED FIVE EXPERIENCES (MOST PROMINENTLY, SALARY INCREASE) AS BEING STRONGLY ASSOCIATED WITH HIGH MORALE AND 9 EXPERIENCES AS MOST STRONGLY ASSOCIATED WITH LOW MORALE. MORALE LEVEL WAS FOUND TO BE PREDICTABLE BY FORMULAE USING THE RATIO OF POSITIVE TO NEGATIVE STATEMENTS CHECKED, AGREEING WITH EARLIER FINDINGS IN THE DOMAIN OF STUDENT ATTITUDES TOWARD MATHEMATICS. FACTOR ANALYSIS OF THE 62 EXPERIENCE STATEMENTS YEILDED FOUR FACTORS. IN DESCENDING ORDER OF FACTOR LOADINGS, THESE ARE PROFESSIONAL RECOGNITION, ADMINISTRATIVE LEADERSHIP, MATERIAL TEACHING REWARDS, AND ACADEMIC STANDARDS. (AF)