In an effort to determine external and internal reasons for program, course, enrollment, and instructional differences in the strength of the humanities curriculum at two-year colleges, 20 colleges representing a variety of sizes, geographic locations, means of control, and program emphases were selected for site visits. Interviews revealed that though patterns of interaction and control varied, state regulatory agencies and legislation affected the colleges' programs, especially through funding reviews, program and course approval, and requirements for data collection. Humanities requirements of transfer institutions constituted an additional external influence. Neither the socio-economic status nor ethnic make-up of the community had consistent effects on the humanities, nor did the needs of local high schools nor the potentially influential community-service programs. The most important internal influence was a strong president or board; others included program funding, incentives for faculty and curriculum development, humanities grants, and instructional resources. Effects on humanities enrollments varied; eleven institutions experienced increases attributed to new humanities requirements and nine experienced decreases attributed to growing vocational programs. Faculty, department chairpersons, and deans of instruction viewed the enrollment shifts differently, as they did the role and future of the humanities in the two-year college. (Recommendations and the interview form are included.) (AYC)