This three-part report examines chemistry education at the two-year college as revealed by a nationwide study of two-year science education which involved a review of the literature, an analysis of the catalogs and class schedules of 175 representative two-year institutions, and a survey of 82 chemistry instructors. Part I, in an examination of chemistry curricula at two-year colleges, first outlines the results of the catalog/schedule analysis as they relate to seven introductory courses, differentiated by either student majors or level of preparation, and five advanced courses, differentiated by content or specialized area. The section goes on to discuss the design of chemistry curricula at individual colleges in terms of the distribution of advanced and introductory courses by size of college, type of governance, and geographic location. Part II examines the results of the instructor survey, focusing on outcomes desired for students, student characteristics, instructional methods, use of class time and of instructional materials, student evaluation, instructors' educational and employment background, and the assistance available to them. Part III summarizes results and presents conclusions and recommendations. A bibliography and the questionnaire are appended. (JP)