This study looks at teaching and research and their relationship to information use by members of engineering faculty. Four research hypotheses tested the proposed dimensions of information use. The matched pairs Wilcoxon signed ranks test was employed to test the hypotheses as a directional one tailed test at the 0.05 level of significance. Data was collected through a questionnaire method. Results showed that the role accounts for a significant proportion of frequency of information use. Of the six hypotheses tested, four hypotheses were supported by the data collected, and two hypotheses could not be supported. Results also showed that of the six significant findings, two printed forms were scored higher in the teaching role and four printed forms were scored higher in the research role.