In order to determine the client's perspective of instructional development (ID) services, the perceptions of college professor clients of a campus-wide university ID center were studied, using a naturalistic inquiry interview approach based on the philosophy of symbolic interactionism. Developers' views were also examined through analysis of publications by and about the agency and examination of some personal documents. Initial data examination showed that the instructors' emotional responses were more relevant to understanding their perceptions than their manner of describing development activities. Recurring reactions of either indifference or irritation led to development of a typology of instructors, with categories labelled "believers,""skeptics," and "dropouts". Preconceived expectations were found to be the major difference between those completing and those not completing projects. Personal involvement and growth were the main factors differentiating believers from skeptics. Teacher thinking varied from developer's thinking. Fewer than half of the professors were "believers," indicating that ID may be unable to realistically meet all clients' needs, although belief was not necessary for project effectiveness. Individual differences may exist in need for either consulting or counseling. Twelve references are listed. (LMM)