The faculty roles of teaching and research, and the evaluation and reward of faculty performance, were assessed in a study conducted at the six Kansas Regents universities. The case study research involved interviews with 40 faculty members that focused on faculty performance evaluation policies and practices, and appropriate faculty recognition and rewards resulting from these procedures. Reviews of the literature had revealed that, in practice, excellence in research commands greater recognition and rewards than excellence in teaching. Findings of the faculty interviews reaffirmed the importance of teaching. The study also noted that: (1) the majority of the faculty studied had become professors primarily to teach, although research and service demands frequently steered their energies away from teaching; (2) that faculty appears to have an excellent sense of what good teaching is, especially as it ties into student learning; (3) there were differences among institutional missions, subject matter disciplines, and competencies of the professoriate; and (4) support was expressed for flexibility and multiple models for evaluating faculty performance and broadening of the definition of research and scholarship, particularly as it relates to the teaching and learning process. Seven recommendations to the Kansas Regents universities were proposed. (Contains 75 references.) (SW)