The ultimate purpose of studying the problem of students dropping courses is to develop a method of minimizing their number and maximizing the number of those succeeding in courses. The purpose of this preliminary study is to analyze presently available data in terms of success, failure, and dropping of courses. Data were obtained from the grade records in all math courses taught at El Camino College (California) from the fall 1963 semester through the fall 1970 semester. Results indicate that: (1) success increases and dropouts decrease as students progress through mathematics courses; and (2) the dropout problem is one for the student, counselor, and teacher. It is the author's intention to attack this problem through the use of self-instructional material. He recommends that all community college instructors examine the success, failure, and dropout rates in their classes and make an effort to increase successes and decrease dropouts. (CA)