Four-year colleges and universities that espouse teaching as their primary mission bear a responsibility to safeguard the welfare of their students as clients of teaching. This responsibility takes the form of a moral imperative. Faculty members hold considerable autonomy in the professional choices they make in their teaching. As a consequence, institutionally based codes of conduct are needed to provide guidelines for those choices. Such professional choices include course planning and course design, communication with a class, grading criteria for examinations and other assignments, and in-class relationships with students. For example, choices in course design and planning, such as not preparing a course syllabus or changing the meeting time of the class without consulting students, can result in students getting behind in their readings and course assignments. Treating students with disrespect and in a condescending manner is an aspect of communication with a class that can harm student learning. The awarding of grades based on criteria other than merit can harm the future academic performance and careers of students. Without guidelines that safeguard student welfare in the classroom, faculty members may make unconstrained and idiosyncratic choices in their teaching performance that may have a negative impact on students as clients. A key question emerges: As a way to safeguard student welfare in the classroom, do teaching-oriented four-year colleges and universities promulgate codes of conduct for undergraduate teaching? This article addresses this question by reviewing results of a research study to determine the existence and public dissemination of such codes of conduct. (Contains 4 tables.)