In an effort to reduce failure and attrition rates in the science department at Southeastern Community College (SCC), several aspects of the program were examined. Science faculty members analyzed course offerings, identified specific course prerequisites, and developed instructional objectives. Since reading skill is often used as a placement criterion, a study was done to correlate reading scores with science performance. It was found that 13% of the students enrolled in biology courses were reading below the ninth grade level and thus improperly placed. In an effort to improve placement, strategies used by other institutions were investigated. A 23-item needs assessment questionnaire was administered to 121 students in Spring 1979 to generate a student profile, and evaluate students' preparation and career plans as they related to the science curriculum. A science educator from a local university was invited as a consultant to review the SCC science program and make recommendations in interim and final reports. Information presented at a National Science Foundation conference was shared with faculty members to stimulate development of innovative instructional methods. Results of the various investigations are presented in the text of the report. The student profile, course outlines, student assessment questionnaire, and various cognitive and predictive tests are appended. (DR)