The objective of this study was the development of a model for curriculum design in small college mathematics departments. Initial work toward this model involved analysis of 1960's curriculum development work; this analysis led to the identification of three influential presses: institutional, disciplinary, and societal economic. The design procedure was determined by these and the particular qualities of small institutions. A survey questionnaire was sent to a stratified national sample of mathematics departments with four or fewer members; responses were received from 86 percent. These responses revealed pronounced differences between regional groups, and between other subgroups of the population. Just over 50 percent of the departments surveyed considered the guidelines of the Committee on the Undergraduate program in Mathematics (CUPM) as a valid measure for their departments; 35 percent had implemented a specific CUPM course. Detailed analysis of compliance with CUPM guidelines and minimum curricular guidelines of the Mathematical Association of America are presented. The model developed to deal with these findings stresses the service function of the small mathematics department, and suggests that such departments limit any departmental majors to one specific field. Three examples in which the model is applied to selected departments are provided. (SD)