The need for two-year colleges to accommodate heterogeneous student bodies, including many underprepared and disadvantaged students, has resulted in the implementation of innovative teaching-learning approaches. In order to ascertain faculty attitudes toward innovative curriculum and instruction, 74 social science and English/foreign language instructors at five Florida community colleges were interviewed and asked to complete a questionnaire, one section of which required objective responses, and the other subjective, open-ended answers. About 75 percent of the respondents, in varying degrees, indicated that the rate of innovation in community college curricula should be reduced, at least for the immediate future. Many of the respondents pointed out that many innovative teaching formats have resulted in such phenomena as academic grade inflation, erosion of academic standards (including reduced student ability to write and, thus, to succeed in formal subjective or written examinations), and too little emphasis on cognitive learning. Respondents were not opposed to innovations per se, but felt that new formats should be required to prove themselves before their wholesale adoption. More uniform faculty and administrative policies are called for in order to prevent further erosion of academic standards. (NHM)