Teacher resistance is often cited as a primary reason behind schools' reluctance to adopt instructional technology. This study concerns faculty beliefs about educational practices and attitudes toward computer-assisted instruction at community colleges. The major dimensions of such beliefs and attitudes as well as faculty comments and responses to specific questions, help in understanding school acceptance of instructional technology. Completed surveys from approximately 300 faculty members at six colleges indicated current opinions about educational practices and provided a baseline of initial attitudes toward CAI. (52pp.)