In recent years, questions about the role of faculty members in competency-based education (CBE) programs have been raised by the U.S. Department of Education’s Office of Inspector General (2014), regional accreditors (Council of Regional Accrediting Commissions, 2015) and in the higher-education press (Neem, 2013; Ward, 2014). With increasing scrutiny and attention being paid to CBE programs, it is vital to develop a clear picture of what faculty are and are not doing in competency-based programs. This report presents the initial results of a Competency-Based Education Network (C-BEN) survey focused on cataloging the roles and responsibilities of faculty and staff involved in designing and delivering CBE curricula at 30 colleges and universities and four public university systems within C-BEN. These institutions include community colleges, colleges, universities, and state systems. Public, nonprofit, and for-profit schools are all represented. The research was conducted between June and July 2015.