This study analyzes data from surveys of faculty and leaders of teacher education programs about their influence on state policy, relationships with elementary and secondary schools, budgets, relationships within the larger institution, and factors that affect morale among college faculty, such as promotion criteria and institutional support of programmatic changes. Data were provided by 166 teacher education faculty members and 47 heads of education units. The institutions were stratified by highest degree offered: doctoral degree, master's degree, and baccalaureate only. The study found that: (1) more than 80 percent of the faculty rate the overall quality of their teacher education programs good or excellent; (2) 40 percent of deans reported that they had benefitted in reallocations and retrenchment activities, while 13 percent reported diminishments; (3) both deans and faculty reported a greater degree of influence and leadership responsibility than expected; (4) almost half the respondents reported that specific arrangements for institutional cooperation had been initiated with elementary and secondary schools; (5) the majority of faculty reported a dissatisfaction with their workload and a lack of time and support for scholarship; (6) only 22 percent of faculty reported that a systematic design for research into or evaluation of teacher education programs had been achieved. The report concludes with a list of challenges facing the teacher education community. An appendix lists participating institutions. (JDD)