This study investigated how university research faculty balanced undergraduate teaching with their other professional responsibilities, noting how discipline and rank influenced their efforts to balance their work responsibilities. Interviews with 97 faculty members from the University of Texas at Knoxville, the University of Texas at Austin, and Ohio State University asked open ended questions about what graduates should learn in their discipline, how faculty can best teach to enhance student learning, and how personal, departmental, institutional, and state policy factors influenced their approaches to teaching. Analysis for the study focused on participants' responses to the question about how they balanced undergraduate teaching with other faculty responsibilities. Data analysis indicated that half of the respondents found it difficult to balance teaching with other faculty responsibilities. The lower their rank, the more difficult they found it to balance their roles. About half of the respondents managed to find balance by fragmenting their teaching, research, and service roles. They either focused on a role at a time or cut back on one role altogether. Nearly one half of the assistant professors reduced one role, and they often said that the role cut back was teaching. (Contains 17 references.) (SM)