The purpose of this study was to investigate the duties and work load, formal education, experiential background, and job mobility of instructors of physical and biological sciences in publicity-supported junior and community colleges. The survey instruments were returned by 366 instructors in 70 institutions in 31 states. Among the findings were: Teaching loads usually consisted of more than ten credit hours per term and required two to three preparations; certification was seldom required; the master's degree was most frequently reported as the highest earned degree; and most respondents expected to remain in their present teaching positions indefinitely. On the basis of the data, the following main conclusions were drawn: (1) science faculties may be philosophically more closely tied to high school than to higher education; (2) absence of in-service education seemed to be the rule, and the effectiveness of those programs which existed was questionable; and (3) there is little likelihood of obsolescent scientific knowledge among science instructors. (Author/PS)