This study involved the development, pilot testing, and evaluation of units for a college mathematics course for general education. The units emphasized a concrete approach to instruction and the manipulation of objects, images, and symbols. Three classes, all taught by the researcher, were involved in the study: a control group, a pilot test group, and an experimental group. Pre-course data related to group members were gathered by examination of high school records, scores on the American College Test and attitude measures; the Watson-Glaser Critical Thinking Appraisal was administered both before and after treatment. Other postexperimental measurement used a Semantic Differential and experimenter-designed course appraisal questionnaires. Questionnaire responses were evaluated by five judges. Results indicated that neither attitude toward mathematics nor attitude toward the course was effected by the treatment. Subjects in the experimental group did feel that their acheivement was high, and attributed this achievement to the concrete approach of the course. (SD)