Since 2021, people across the political spectrum have become preoccupied with questions of free speech and censorship on college campuses, and state legislators have driven the proliferation of new policies that limit spending and programming related to diversity, equity, and inclusion (DEI); alter academic autonomy or shared governance arrangements; and in some cases develop new state oversight mechanisms allowing governments to control, terminate, or alter academic programs. Despite persistent attention from advocacy groups and dramatically increased public awareness over the course of the last six months, actual data on whether or how faculty are being censored or are self-censoring on campus is scant. Against this backdrop, ITHAKA S+R included a short block of questions centered on academic freedom in a national survey of US instructors at four-year colleges and universities. The survey was sent to postsecondary instructors from a wide range of disciplines and at institutions in every Carnegie Classification, yielding 2,605 responses. The survey was in the field from February 7, 2024, to March 10, 2024. At that time, anti-DEI legislation had been passed or enacted in 12 states. Additionally, two months earlier university presidents had been questioned by a Congressional committee about their responses to antisemitism on campus. This context informed the survey design on the topic, considering the current political landscape and legislative actions. The authors wanted to understand if instructors are changing their instructional practices and the degree to which they feel comfortable discussing controversial topics. Across a number of markers, the authors find that faculty are not raising concerns about their academic freedom, but that there are differences in responses based on institutional type, discipline, and demographic subgroups.