This study examined faculty experience with student academic unpreparedness at two open-admission universities in the southern United States. Fourteen faculty from core subject areas, such as English, history, and mathematics, completed open-ended interviews on the effects of student unpreparedness. Faculty discussed the basic problems and dilemmas associated with academic unpreparedness, such as the lack of basic knowledge and skills among many incoming students, lack of student motivation, a passive approach to learning on the part of many students, and poor student coping behaviors. They also spoke to problems associated with administrative support, such as the lack of teaching resources and lack of effective leadership on the part of administrators. The faculty then discussed responses and coping strategies that they used to overcome problems associated with student unpreparedness, such as remedial instruction, flexibility, creative interaction with students, less breadth and more depth in courses, lowering of standards, role ambiguity, and job dissatisfaction. Faculty also discussed the dilemma of an open-admissions university upholding academic standards. (Contains 15 references.) (MDM)