The purpose of this study was to examine the mathematics curricula in the undergraduate colleges in Maryland to determine the curricular changes which had occurred over a five-year period from 1962 to 1967 and to ascertain the amount of influence the Committee on the Undergraduate Program in Mathematics (CUPM) recommendations had on these changes. Data for this study were obtained through personal interviews with the chairman of the mathematics departments in 20 colleges across the state and from the college catalogs. Information was sought concerning the academic preparation of the teaching staff, the curricular changes over the five-year period as well as those proposed for the future, and the perceptions of the interviews as to the influence of the CUPM recommendations on these changes. The study revealed the following (1) over the five-year period, there had been a marked increase in the amount and depth of linear algebra offered, as well as increased offerings in real and complex analysis and abstract algebra. To a lesser degree, there had been a move toward more logic, geometry, numerical analysis, topology, and computer science, and (2) even though the mathematics courses were taught in the modern spirit, and the staff was adequately prepared to teach the courses, these courses were generally not as rigorous as those recommended by CUPM. (RP)