This study determines the preference of professional school faculty for associative, replicative, interpretive, and applicative uses of knowledge, and it compares those preferences to those expressed by arts and science faculty. Relationships of use of knowledge preferences to curriculum and instruction decisions are shown. Faculty from four groups divide into two similar patterns. Professional and natural science faculty favor specialist (associative and interpretive) uses, and social science and humanities faculty favor generalist (replicative and applicative) uses. Professional faculty describe themselves as strong specialists in significantly greater frequency than do faculty from the three divisions of arts and sciences. Some statistical analyses are used. (Author/MSE)