The purpose of the research project was to develop an applied or technical mathematics curriculum which would meet the needs of vocational-technical students at the community college level. The research project was divided into three distinct phases: Identifying the mathematical concepts requisite for job-entry competencies in each of the occupational areas, arranging these mathematical competencies into a structure of sequential units, and developing curriculum materials for each of these units. Staff members from 10 community colleges in Texas participated in the survey to help determine and validate job competencies for the occupational areas of diesel mechanics, auto mechanics, radio/TV repair, air conditioning, welding, machine shop, printing, drafting, and electronics. The specific project results included (1) a list of mathematical concepts requisite for entry-level competencies in each of the selected occupational areas, (2) a set of structured, sequential technical mathematics units designed to meet the needs of vocational-technical students in the selected occupational areas, (3) curriculum guides for each of the technical mathematics units, (4) self-instructional learning packets for each of the technical mathematics units, and (5) performance-based pre- and posttests for each of the technical mathematics units. This final report consists of four major components: Narrative report; the taxonomy (composite and individual) of competencies (appendix C); five exemplary minimodules (appendix D); and curriculum guides for each of the major divisions of competencies identified in the taxonomy (appendix E). Appendixes C and D constitute most of the document. (HD)