The faculty governance body in the College of Education at the University of Alabama is described. Analysis of archives resulted in the identification of four areas of authority in which faculty shared: participation in meetings, agendas, voting behavior, and issues considered by the body. Data revealed that generally half of all faculty, regardless of rank or tenure status, participated in the formal governance activity, and that the majority of issues voted on focused on organization self-perpetuation. Several measures that are particularly sensitive in the current higher education climate were introduced in this arena. Emphasis was placed on dissemination of important information to faculty. The conclusion is drawn that the governance body provides a valuable forum for faculty to speak and be heard by administrators throughout the college. (Author/MSE)