The literature on college examination practices is relatively sparse, which is surprising given their importance for student learning and motivation. The authors investigated the examination practices of 215 faculty at a comprehensive university in order to identify which practices are normative and to examine relationships among key variables. Information was gathered about instructor characteristics (training, time spent on classroom assessment), course characteristics (course level, size of course), teaching practices (use of learning objectives, item development, exam reviews, post exam practices), and assessment characteristics (level of exam items, item formats). Inferential statistics for faculty were run using demographics such as years of teaching experience, gender, rank, and academic disciplines as the independent variables. Implications of the results, limitations of the study, and directions for future research are discussed. (Contains 2 tables.)