A survey of 42 faculty members in the Virginia Community College System (VCCS) was conducted to aid in the development of a spelling course for VCCS students; 21 questionnaires were returned. The survey investigated causes of spelling problems, possible solutions, most common types of errors, curricula in which students have most spelling problems, and the number of spelling courses being offered. The state was divided regionally to determine if particular spelling problems were unique to an area. The survey indicated that faculty attributed spelling problems primarily to junior high and high school teacher apathy, though student carelessness, phonetic difficulties, and lack of spelling knowledge were also frequently cited. Omission of letters or syllables and transpositions or partial reversals were found to be the most common errors. Though spelling problems were common to all curricula, few of the colleges provided spelling courses. The respondents felt that college instructors should stress the importance of correct spelling, concentrate on pronunciation errors, and teach basic spelling skills. It was concluded that since all errors occurred statewide, one spelling course could be designed for the entire state system. Ideally, this course would be individualized and might use the typewriter as an aid. The report contains an outline for a spelling course based on Spache's seven categories of spelling errors. (JP)