Faculty-librarian partnership in information literacy (IL) instruction through subject course has been advocated in the field of library and information science (LIS) over the years. In order to understand faculty attitudes toward collaboration with librarians to integrate IL into their curriculum, a survey was conducted at Feng Chia University. Findings show positive attitudes from the investigated faculty while differences were observed among different age groups. Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.