A study was conducted to measure faculty perceptions of academic standards and the level of academic intensity in transfer courses. Questionnaires were sent to chief academic officers (CAO's) at 30 community colleges, asking them to distribute five instruments to members of the academic senate and five to instructors who were not members of the academic senate. Responses were received from 158 instructors, for a response rate of 53%. Major study findings included the following: (1) 72.2% of the respondents indicated current or prior membership in academic senates, and 26.6% had no prior experience; (2) no significant differences were found between the instructors who had academic senate experience and those who did not in terms of their familiarity with codified standards and intensity levels; (3) both groups of faculty agreed strongly that baccalaureate-oriented courses require students to demonstrate college-level critical thinking abilities, while they disagreed strongly with the idea of lowering academic standards to assist inadequately prepared students; (4) instructors with senate experience agreed more strongly with the importance of academic standards and levels of rigor in community college courses than did those without such experience; and (5) there were no statistically significant differences of opinion found between faculty with a master's degree and those with a doctorate, nor between liberal arts faculty and those teaching other subject areas. Data tables are attached. (JMC)