The degree to which Fresno City College (California) is meeting the curricular needs of its students is examined in this study of 234 students and 26 faculty. An analysis of student preferences toward 20 selected learning modes is compared to the amount of time which faculty devote to each. High correlation between preference and practice exists in the use of demonstrations, slides, discussion, small groups, tutorials, and programmed materials, while wide discrepancies occur in the areas of laboratory time, lecture method, homework, flexible course length, attendance options, and the availability of a modular calendar. Whereas faculty report that homework and lectures are the prime methods of instruction, students ranked these 15th and 20th, respectively. In addition, the student survey revealed a strong desire for greater flexibility both in the time spent in class and the length of the calendar; however, faculty rated these areas quite low. It is recommended that faculty be made aware of these discrepancies and be provided with incentives to modify their approaches to learning. A review of the literature dealing with faculty resistance to innovation is undertaken and survey instruments are included. (LO)