Disadvantaged students are college-age youths who are probably non-white, live in a depressed area, come from low-income families, and need special help in order to be successful in college. Courses in the undergraduate curriculum for the disadvantaged should be built around the identified needs and characteristics of the students and of the surrounding society. The college curriculum has always been designed to make learning an interesting, exciting experience, and to generate intellectual curiosity, a love of knowledge, and an open mind. Since the characteristics of the student population are changing, the curriculum, which has always been geared to meet the needs of students, must also change to provide the same benefits for today's less affluent youth. In educating students for tomorrow's world, cooperative education programs should be adopted on more campuses to train students for supervisory, mid-managerial, and junior executive positions in business and government. Admission and degree requirements should not be lessened, but additional remedial courses will be needed to strengthen the disadvantaged student's ability to cope with regular college work. Ethnic studies that are part of the curriculum should deal with human experience as it complements the study of other cultures, and not offered as isolated educational experiences. With this background of understandings, skills, and attitudes, students will adjust, participate, and contribute to society. (WM)