A letter and a questionnaire (provided in appendixes) were mailed to 122 2-year colleges in the North Central Accrediting region in an attempt to identify the common denominators and institutional differences related to the general education mathematics program in the 2-year college. Of 96 questionnaires returned, 86 were included in the study. The data obtained are provided in 11 tables. Analysis of the data showed that 34 percent of the colleges required all students to take at least one mathematics course; 41 percent required either science or mathematics; and 25 percent had no mathematics category. Students were allowed a choice of several mathematics courses in 66 of the colleges, and, except for noncredit arithmetic or a basic mathematics course, all mathematics courses met requirements for the Associate degree. Fifty-nine of the colleges believed that their general education mathematics program was meeting the needs of their students; 93 percent felt that students should have options in meeting the general education mathematics requirements. The lecture method was the most commonly mentioned instruction method; most schools used, however, a variety of teaching techniques. Topics listed by more than 50 percent as being appropriate for a general-education mathematics course were: elementary algebra, graphs, probability and statistics, set theory, logic, intuitive geometry, functions, history of mathematics, and number bases. A statistically significant correlation was found between the number of nonlecture teaching techniques employed and the feeling that the students' needs were being met. Mathematics mini-courses appear to offer one solution to the problem of providing a relevant general education course. (DB)