Because many recent articles on higher education have depicted the faculty member who publishes and works to obtain government support for his research as a poor instructor, it was decided to investigate the relationships between publication, success in obtaining government awards, and teaching effectiveness. Three groups of data were used. One was a survey made at Tufts University in 1965-66 of the teaching performances of 130 faculty members in the Colleges of Liberal Arts (which includes sciences, social sciences, arts and humanities) and Engineering during the conduct of 155 courses. Emphasis was placed on teacher performances in courses usually attended by students in their first 2 undergraduate years. Evaluated courses conducted by full-time faculty with the ranks of instructor through professor were selected for further consideration. The second source was the file of records of current and past government awards made to members of the Tufts faculty; and the third data source was a yearly publication listing the activities of each faculty member under the categories "Publications" and "Professional Activities." The findings indicated that faculty members who sought and received government funds and who published also functioned exceptionally well as teachers, in the opinion of their students. According to the Tufts data, faculty members who published and acquired funds for research were better teachers than those who did not. (JS)