A study was conducted to determine what the faculty at Assiniboine Community College (ACC), in Manitoba, Canada, perceived were major factors affecting their professional growth. A survey was developed and distributed to all 81 full-time instructional staff at ACC to obtain the data for the study. The data, based on responses from 55 faculty members, were subjected to t-tests for paired samples, factor analysis, and a stepwise multiple linear regression. The factors were grouped into five clusters: professional growth, logistical support, working environment, student issues, and external forces. The statistical analyses identified the following four factors found to significantly affect the faculty's professional growth: opportunities for advancement, policies and procedures, professional feedback, and staff development. In addition, statistical and content analyses of the data identified many factors where the faculty perceived significant differences between the existing situation at ACC and what they felt would be "ideal." Study conclusions included the following: (1) working conditions at the ACC were significantly different, usually worse, than conditions expected in the ideal situation; (2) faculty did show the negative attitude hypothesized in the study problem; and (3) a significant and negative relationship was found between several factors and the professional growth of faculty. Recommendations for addressing faculty concerns and data tables are included. Contains 42 references. The survey instrument is appended. (Author/TGI)