This paper suggests ways that coordination between two-year colleges and baccaluareate institutions can be improved and the opportunities for successful student transfer can be enhanced, with particular reference to the mathematics curriculum and the role of mathematics instructors at two- and four-year institutions. After discussing the differences between formal coordination and informal communication, the paper highlights the potential role of professional math societies in disseminating results of formal study projects and encouraging members to follow their recommendations. Next, the role of informal communication channels in improving the prospects of coordination between two- and four-year institutions is outlined, and the importance of sharing materials and methods is stressed. Then, the paper considers ways of encouraging administrator responsiveness to program development and change. After warning of pitfalls to avoid in establishing communication between two- and four-year institutions, such as the involvement of the four-year institution in the internal problems of the two-year college, the paper highlights some ways the receiving department at the four-year college can assist transfer, focusing on transcript evaluation, advising, and placement procedures. Concluding remarks emphasize the responsibility of two-year college faculty for ensuring that a passing grade means that the student is ready to transfer to the next level. (HB)