In an effort to promote greater student participation (especially among women and minorities) in science courses and programs, a study of science education in the Los Angeles Community College District was conducted. The primary objectives of the study were, first, to describe students' course-taking patterns, science background, and attitudes toward science; second, to identify institutional patterns that enhance science enrollments and course completion; and third, to describe intervention strategies that will increase student participation in science. Information for the study was gathered through an analysis of 8,873 student transcripts; a survey of 6,425 students in 268 courses; a survey of 268 instructors; a curriculum analysis; and interviews with 65 administrators, science faculty, and counselors. Selected findings from these activities include: (1) just over 40% of the students completed one or more science courses; (2) withdrawals accounted for 32% of student grades in their first science course; (3) the majority of student respondents had not been encouraged to enroll in science classes in high school or college; and (4) there were large discrepancies between students' career objectives and the courses in which they enrolled. Based on the study, expanded recruitment efforts, redesign of curricula to reflect student objectives and abilities, increased retention efforts, and improved faculty development programs were recommended. (Survey instruments are appended.) (Author/HB)