Reported is a study of the process of bargaining and bargaining impasse to see what relationships exist between the phenomena and faculty and student attitudes toward the process itself, faculty strikes, teaching and learning under such conditions, and affective course goals in biology. The research was conducted by means of a nine-page opinionnaire. Data were obtained from faculty and students at two community colleges. Students (n=560) were those enrolled in an introductory general education course in biology. The faculty sample comprised 15 members. Faculty data were analyzed by Clyde MANOVA one-way multivariate and univariate analysis of variance for F-ratios, group means and standard deviations. Student data were analyzed by Clyde MANOVA, 2 x 2, two way multivariate and univariate analysis of variance, factor analysis and correlational matrix, and a stepwise regression analysis. All faculty from the impasse and non-impasse conditions were positive in their attitudes toward collective bargaining in terms of the bargaining process, sanction activities and the use of strikes. They differed in their attitude toward bargaining impasse. Student attitudes toward collective bargaining in general were positive but neutral toward sanctions and use of strikes. (Author/EB)