The views of faculty members from postsecondary institutions in California, Utah, and Nevada regarding the impact of field-based courses in the humanities and social sciences were surveyed. The 68 respondents were interviewed regarding the perceived impact of the course on the instructor, the institution, the community, and students. The faculty members reported that teaching an experience-based course has helped them acquire certain facilitative techniques for counseling or group discussion and also develop some community-related skills, such as recruiting and monitoring field placements. Instructors received few tangible rewards or incentives for teaching the course, but felt they derived more personal satisfaction than from their other courses. All teachers intended to continue teaching their experience-based courses and some planned to expand their effort by increasing the enrollment, expanding the scope of the course, or by adding new field sites. The students reportedly acquired a variety of process-related and task-specific skills that helped them synthesize their prior learning and relate it to practical applications at the workplace. The experience-based course also helped students develop their interpersonal skills, gain self-confidence, and develop a professional manner. The field component gave students the opportunity to make contracts in community agencies and to refine their career focus. Some students received jobs as a result of their field placement, and the course also helped some student decide against entering a chosen profession. (Author/SW)