This paper discusses the efforts of the Department of Mathematics at the United States Coast Guard Academy (USCGA) to determine the degree to which their courses support the published academic outcomes of the institution, and presents the results of a survey of student attitudes toward the academic outcomes. A survey questionnaire was developed and administered to 425 students taking mathematics courses during the spring term of 1997. Factor analysis of the results led to the identification of five outcome factors: problem solving, writing, reading, applied learning, and evaluation. The construct validity of the instrument was also examined. It is concluded that the construction of the survey required the department to examine in detail how its courses supported published USCGA outcomes and provided valuable feedback in the curriculum development process by establishing baseline assessments for each outcome. Three appendixes provide a listing of judgmental categories for attitude toward academic outcomes in mathematics courses, a copy of the survey questionnaire, and statistical tables. (MDM)