A survey was conducted of economics faculty at 16 community colleges in Arizona to identify common problems in the teaching of economics and to assist in course articulation and curriculum development. The survey examined faculty attitudes and concerns about placement exams, course sequencing, prerequisites, and such instructional issues as the use of textbooks, writing assignments, software, and audiovisual materials. Surveys were sent to 27 faculty members at 16 community colleges statewide, and 18 usable surveys were returned for a 66% response rate. Study results included the following: (1) close to 75% of the faculty agreed that an appropriate score on placement exams should be a prerequisite to taking an economics course; (2) over 75% of the faculty teaching in the Maricopa County Community College District (MCCCD) expressed a desire to see both microeconomics and macroeconomics courses renumbered to a higher level; (3) over 70% of the respondents indicated that some algebra was used in microeconomics and macroeconomics, and two-thirds of the faculty were in favor of a math prerequisite; (4) close to 80% of the respondents made use of study guides, and over 80% required writing assignments; (5) the most common ancillary materials used to supplement textbooks were newspaper or magazine articles; (6) 70% of the respondents indicated that they seldom or never used audiovisual materials for instruction, and almost 90% reported never using computer software; and (7) over 90% of the faculty stated that they tested at least four times each semester. Data tables and the survey instrument are included. (PAA)