In 1989, a study was conducted to examine basic mathematics programs in the California community colleges and to produce specific program recommendations for the mathematics curriculum at Saddleback College. The study involved a number of components, including: (1) a review of the literature on developmental education and basic mathematics programs; (2) a survey of all California community colleges to determine the instructional practices used by faculty in basic mathematics or pre-algebra programs; (3) a review of community college catalogs to determine the organizational structure of the basic mathematics programs throughout the state; (4) a comparison of the characteristics of students enrolled in basic mathematics and those enrolled in beginning or intermediate algebra; and (5) a Delphi exercise, involving members of the Saddleback College mathematics faculty, conducted to develop specific recommendations regarding program objectives, organization, and support services for the existing mathematics program. Results of the study led to several conclusions. In light of the diversity of the students enrolled in basic mathematics courses, a variety of instructional styles are warranted, including self-paced instruction, computer-assisted instruction, and faculty and peer tutoring. The focus of the program should be to prepare students for success in algebra. This can best be accomplished by offering two versions of the Arithmetic/Introduction to Algebra course, one focusing on the arithmetic of whole numbers and decimals, the other focusing on the arithmetic of fractions, and both covering traditional arithmetic topics and simple linear equations. In either class, students would have access to a structured self-paced environment and an optional mathematics tutorial laboratory. Delphi exercise results are appended. (JMC)