Two classes of Mathematics 111 students at Malcolm X College participated in a study to test and evaluate a holistic instructional delivery system intended to significantly increase students' achievement scores, retention rate, and positive attitudes toward instruction. The 29 member control group received traditional instruction, while 29 students were taught using a holistic approach that included mandatory attendance at weekly math workshops, non-graded formative evaluation quizzes to assist students and their instructor in identifying learning weaknesses and strengths, and peer tutoring. At the end of the eighteen-week semester, students (both groups) responded to a questionnaire assessing attitudes toward instruction. In addition, student achievement and retention were computed and analyzed. Findings indicated students in the holistic program earned significantly higher achievement scores and had significantly higher positive attitudes toward instruction than the control group. However, there was no statistically significant difference between the proportion of students retained in experimental and control groups. A review of related literature, some problems encountered in developing and utilizing the holistic approach, and strategies for diffusion, implementation, and change are discussed. A bibliography and a copy of the study instrument are included. (Author/TR)