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RESEARCH IS JUST BEGINNING in the area of faculty-student contact. While much of the research has attempted to discover how much contact exists within a particular setting, (cf. Feldman and Newcomb, 1969; Vreeland and Bidwell, 1966; Wilson, et al., 1971), the present study attempts to establish differences between teachers who have a high level of interaction with students and teachers who do not. This study began with an independent criterion student evaluation of teachers to estimate a teacher's ability to relate to students. The student ratings were used to establish the incidence of faculty-student contact. High, medium, and low contact groups thus were established and compared with respect to the following types of variables: I) the individual profile of the teacher (rank, age, etc.) ; 2) the investigator's rating of the quality of interaction with the teacher during the interviews; 3) the kinds of relationships that the teacher reported having with students; and 4) the amount of time spent and topics covered during a week's interaction outside the classroom as recorded by the'teachers in a day-by-day journal.