This paper reviews the definition and historical development of the Carnegie classification for Comprehensive Universities and Colleges I and II by referring to specific examples in each category. It then identifies several significant characteristics of these institutions, noting their historic underpinnings as teachers colleges. The paper next addresses several major issues currently confronting comprehensive institutions, including their upward drift and the desire of some of these institutions to award doctorates. It concludes with four recommendations to comprehensive institutions regarding mission, finances, accountability, and teaching. Contains 97 references. (Author)