In this study, the authors examined the effects of rank, tenure, length of service, and institution on faculty members' attitudes toward research and teaching in a sample of 233 professors from six regional state universities in Tennessee. Results revealed that the length of service had a significant effect on faculty perceptions regarding research orientation and how rewards influence teaching, whereas rank and tenure did not. Faculty members with 20 or more years of service had the lowest research orientation: those with ranks lower than full professor showed the strongest belief that rewards influence teaching. The authors discuss these and other results in light of faculty development, mentoring, and the socialization process. (Contains 4 tables.)