The relationships among teaching techniques, definitions of curriculum, and time perceptions of male faculty members at a comprehensive state-supported university in the South were examined. The respondents were categorized into the three main academic areas of natural sciences, social sciences, and humanities. Curriculum definitions ranged from structured, mid-range, and nonstructured designations. Teaching techniques (formal vs. informal) were found to be significantly related to both time perceptions and definitions of curricula. Those faculty members who defined curriculum in structured terms also employed formal teaching techniques, and generally, these were professors in the natural sciences. Time perceptions (analytical, ambiguous, or synoptic) were also related to teaching technique. Those respondents whose view of time was analytical (mainly those from the natural sciences) utilized formal teaching techniques in their undergraduate classes. Those whose perception of time was classified as ambiguous (mainly respondents from the social sciences) tended to employ informal teaching techniques. However, time perceptions and definitions of curriculum were not related. It is suggested that such profiles of respondents can influence administrative decision-making and planning and the evaluation of teaching effectiveness. Administrators might use profile data to justify differentiated organizational patterns and flexible course assignment schedules. (SW)