The purpose of this study, conducted as part of the National Data Base on Faculty Involvement in Governance Project, was to examine the perceptions of full-time faculty at a private professional graduate school of their involvement in governance in relation to an ideal system of shared authority and involvement. Data were collected using a survey instrument that contained 10 categorical response questions including the characteristics of an ideal governance process and beliefs about current faculty roles in institutional governance. Twenty-seven usable responses, which represented a 90 percent response rate, were received. Results showed that respondents agreed with four key statements: (1) faculty should assist in clarifying administrator roles; (2) faculty must insist on rights and responsibilities for appropriate governance roles; (3) faculty should be more involved in developing budget expenditures; and (4) the faculty voice is a valuable component in decision making. Responding faculty also perceived the ideal governance process as a system where they were involved early in the decision-making process and were empowered to question policy through a formal process. Two tables summarize response data. (Contains 13 references.) (CH)