Questionnaires were completed by 62 college professors in a study to determine the specific reading and listening comprehension difficulties students were having in various introductory courses (including humanities, natural and social sciences, and the technical professions), and to determine the instructional techniques used by professors to help students overcome vocabulary and comprehension problems in their respective disciplines. The results indicated that the professors viewed vocabulary as the most difficult problem area in introductory courses. Key principles and generalizations also posed a serious problem. The teaching of metaphors or unique language forms appeared to be less of a problem, but should not be considered unnecessary. Teaching techniques most frequently used included lectures, textbooks, and the chalkboard. Recommendations resulting from the study include the following: (1) particular attention to vocabulary and concepts should serve as an integral component of all introductory courses; (2) generalizations, key principles, metaphors, or other unique language must be taught using a wide variety of techniques and approaches; and (3) more attention might be given to pretesting vocabulary and concepts unique to various disciplines to recognize student deficiencies early in the course. (A copy of the questionnaire and the results are appended.) (HTH)