Physics instruction is examined as revealed in a study of science education at two-year colleges which involved a review of the literature, an analysis of the catalogs and class schedules of 175 representative institutions, and a survey of 45 physics instructors. Each of the two parts of the report reviews pertinent literature, reports study methodology and findings, and discusses trends and implications. Part I presents a general profile of physics curricula based on the number of courses and sections offered, and then analyzes study findings as they relate to course offerings in seven areas: (1) introductory courses for non-science/technology students; (2) physics for allied health and biology; (3) physics for engineering technology and related occupations; (4) preparatory courses for under-prepared students planning to take engineering sequences; (5) general non-calculus physics; (6) specialized, non-calculus courses, such as those offered in police and fire science curricula; and (7) calculus-based engineering and general physics courses. Part II explores instructional practices and faculty characteristics. This section focuses on laboratory requirements, instructional materials, student evaluation criteria, faculty degree attainment, and faculty suggestions for instructional improvement. Summary conclusions, a bibliography, the questionnaire, and data tables are included in the report. (JP)