Faculty attitudes toward older learners were studied using an adaptation of Kogan's (1951) attitude scale and methodology. Forty-nine faculty members from various colleges and universities in Ohio and Indiana were subdivided into two groups: those who had taught in a structured higher education experience aimed at people over 60 years of age and those who had not. Results indicate that younger faculty members were less critical about older adults as learners and potential learners than are older more experienced faculty members. Older faculty members who had taught a high number of classroom contact hours with adult learners expressed less positive attitudes toward the capabilities of older adults to be successful college students. Younger faculty members maintained few negative sterotypes of older adults as learners. Further revision of specific item pairs of the survey is being pursued. Survey items and the responses of the four subgroups are included. (SW)