Engineering instruction is examined as revealed in a study of science education at two-year colleges which involved a review of the literature, an analysis of the catalogs and class schedules of 175 institutions, and a survey of 144 engineering instructors. The report first presents a general profile of engineering technology education based on the literature review, considering curriculum, articulation, student recruitment, instructional practices, and student and faculty characteristics. Findings from the catalog and schedule analysis are then presented for eight disciplinary areas: (1) general engineering; (2) engineering graphics and design; (3) civil engineering; (4) electrical technology; (5) materials technology; (6) mechanical engineering; (7) industrial engineering; and (8) aeronautical, automotive, and combustion technology. This analysis focuses on course offerings, prerequisites, and objectives; lecture/laboratory format; intended audience; and differences between public and private colleges. Next, the report discusses course enrollment and completion rates and examines several areas related to instructional practices, including utilization and selection of instructional materials, student evaluation criteria, grading, out-of-class activities, and interdisciplinary approaches. Findings concerning the working conditions of faculty and their characteristics are then presented, followed by summary conclusions and recommendations for instructional improvement. A bibliography and the questionnaire are appended. (JP)