A number of previous studies have used recidivism rates, grades, and changes in psychological factors such as self-esteem as measures of the effectiveness of prison education programs. In this paper, we argue that global faculty perceptions of the equivalence of prison education to traditional education may be considered as another important indicator of the effectiveness of prison education programs. We report the results of a survey of faculty perceptions of the equivalence of the education provided in a prison college program administered at three correctional institutions. Overall, our findings indicate that faculty do perceive correctional education to be equivalent to traditional education. We also report findings concerning faculty members' motivations to teach in a prison program, perceived barriers to effective teaching within prisons, and suggestions for improving prison education programs at the college level.