This paper is concerned with the impact of faculty attributes on the college environment. The results of this analysis suggest 3 general conclusions of use to future research on college impact: (1) instruments to obtain student-derived assessments of college climate are useful and valid tools for determining intrinsic attributes of college environments; (2) faculty attributes, including measures of faculty quality, have only moderate or little direct effect on college climate, at least a climate having to do with students' feelings of concern for them as individuals at their institution; and (3) the pervasiveness of institutional structural attributes, particularly size, cannot be explained by either the kinds of students or the types of faculty that may be attracted to or recruited by these institutions. These conclusions suggest that there is a continuing need for more research on college impact and college climate that will focus not only on students but also on the role of faculty and of institutional structure. Such research can be directly applied to establishing sound educational policy and new educational programs. (Author/HS)