This article reports selected survey data from a larger, ongoing research project that aims to identify faculty—the teachers of teachers—involved in preparing art teachers within the United States. The research examines where faculty teach, what they teach, their responsibilities and practices, and their beliefs about preparing teachers. The article provides the reader with a sense of the issues—the flavor—that part of this research has uncovered to date in relation to faculty working lives. It concludes with suggestions for a research agenda that focuses on art teacher education faculty.