The way in which teachers view teaching and learning and implications for the improvement of teaching were studied. A review of the relevant literature and of needs assessment reports based on teacher concerns was conducted, and interviews with faculty members were held. Suggestions based on preliminary results are offered. It is suggested that for many professors there is no recognition of pedagogy as a discipline, and some teachers appear to have difficulty in talking about, and perhaps in conceptualizing, teaching. Teaching is personal and identified with the teacher as a person, and some teachers discuss what they do in class with no reference to students. The most important need that teachers identified was time to increase content expertise. It is suggested that the underuse of instructional and faculty development resources may be related to the views that teaching is not a discipline and that teaching improvement is an individualistic activity requiring no expert assistance. Underuse may also be related to qualitatively different perceptions of teaching. (SW)