This study explores faculty beliefs about teaching and learning in different institutional settings and over time. This study surveyed faculty at two Canadian universities, one research-intensive, the other teaching-intensive, using a conceptual replication of a survey originally administered in 1976. Some results differ from the original survey, but most striking are the similarities. While much has changed in higher education over the last 40+ years, including demographic compositions at Canadian universities, the findings reveal the majority of faculty continue to believe: their teaching is very good or outstanding; it is difficult to reward good teaching; the responsibility for teaching quality rests with individual instructors; the most important motivator for teaching improvement is personal satisfaction; the most important ways to improve teaching are through updating course materials and reducing class sizes. These results provide further insights into why changes to teaching beliefs and in turn, teaching practices, are difficult to achieve.