The relationship between productivity and aging in the context of the college faculty roles of teaching, research, and service is considered, based on a literature review on worker and faculty productivity and on theories of aging (i.e., biological, physiological, psychological, and sociological perspectives). It is concluded that faculty productivity is not a function of chronological age but rather of a variety of personal characteristics and environmental forces that are in dynamic interaction over time. Personal characteristics that are important elements include: motivation, interests, willingness to take risks, career success and position, and knowledge and abilities. Environmental forces that affect productivity include: education and training, institutional climate, mentorships, colleague support, and socialization processes. Faculty can and will remain highly productive throughout their careers if encouraged to do so by institutional policies and practices. Principles to guide policies and practices geared toward improving faculty productivity are identified, and directions for change are suggested for dealing with policy issues at the levels of individual, department, and institution. (SW)