College freshmen who have poor educational backgrounds are found to be deficient in mathematics and often also lack skills in English. Their difficulty with basic mathematics is further aggravated by traditional teaching techniques that demand extensive reading ability and a thorough knowledge of English. At Morgan State College, a non-verbal program of instruction for remedial mathematics was developed which requires limited reading skills and allows students to progress at their own pace. A 2-phase study was conducted to assess the program's applicability in teaching. Selected participants were freshmen who scored below the twenty-fifth percentile on the qualitative and quantitative sections of their college entrance examinations. In the first phase the students were divided into an experimental group that utilized the program and a control group that was taught by the lecture-and-text method. The second phase was similar to the first, but weak elements of the program had been improved. The 2 groups in both phases worked 3 hours per week for 10 weeks. Programed instruction proved to be as effective as traditional teaching methods in the first phase, and superior to them in the second. It was also observed that the experimental groups progressed faster than the control groups. It is felt that this program of instruction has the potential for providing effective remedial mathematics instruction at the college level. (WM)