A two-year interinstitutional study among 15 cooperating universities was conducted to determine whether significant differences exist in teaching loads among the selected universities as measured by student credit hours produced by full-time equivalent faculty. The statistical model was a multivariate analysis of variance with fixed effects and utilizing a factorial arrangement of treatments, with pre-planned orthogonal contrasts incorporated. The results indicated that the main effects of institution and division were each highly significant at the .0001 level, as were the multivariate interaction and the year effect. The orthogonal contrasts were based on the division by institution interaction; however, some partial confounding was present due to missing cells. Differences in teaching load were concluded to follow from one or more of the following factors: size of institution, competitiveness of surrounding institutions, overall student/faculty ratio, faculty salaries, yearly changes, and other miscellaneous factors. (Author/PHR)