This chapter examines, within the higher education context, the difficulties which instructional developers often encounter in gaining cooperation to achieve their goals. It is argued that instructional development in the university involves a paradox in that a great deal of money is provided for the improvement of instruction, but an environment remains which encourages everything except the improvement of instruction. Some of the elements of the paradox are identified, i.e., developers must approach student-centered goals through faculty-centered activities, faculty incentives conflict with teaching responsibilities, and some students have negative attitudes towards the results of instructional improvement activities. Recommendations are made for ways of counteracting these difficulties, but it is argued that the problem is ultimately one of the organizational structure of the university. Changes needed in this structure are described, including the need to alter the faculty incentive system so that more emphasis is placed on teaching and instructional improvement. (10 references) (Author/EW)