An analysis is provided of a fictitious community college English curriculum, considering curriculum content, entry and exit requirements, justification, and internal and external influences on course development and scheduling. Background information is provided on enrollment trends, ethnic enrollment, English proficiency testing, and course enrollments. English as a Native Language and English as a Second Language (ESL) course offerings are listed, covering composition courses and support classes in reading, writing, and vocabulary building. Course content is considered, focusing on the use of text-based writing, the study of grammar, and the instructional methods and entrance/exit requirements of individual composition, remediation, and ESL courses. Concluding comments focus on the influence on universities on the content of transfer-level courses. Appendices provide sample entrance and exit exams for two English courses at Los Angeles City College. (EJV)