The problems and practices of science education in the community college are discussed in this paper. First, the community college's contribution to and position in American higher education is examined, especially with respect to enrollment and curricular trends. Next, the results of a national study of community college science education and a study of science programs in the Los Angeles Community College District are highlighted to provide an overview of two-year science education. This overview provides information on: (1) enrollment trends; (2) course levels; (3) course completion ratios; (4) students' reasons for taking science; (5) grades as predictors of future success; (6) the availability of student support services and students' use of them; (7) instructors' perceptions of their students' abilities; and (8) instructors' perceptions of their needs to improve their courses. Drawing upon these findings and upon the literature on community college science programs, the report then presents several conclusions about two-year science education and offers recommendations for the future. These recommendations call for offering courses through community services; more short-term, laboratory experience courses for career students; more remedial science preparatory courses; the required use of support services by students; and the establishment of a national exchange to disseminate information on two-year science education. Data tables from the two studies are appended. (KL)