The purpose of this study was to explore whether "holistic" instruction is an effective way to improve student attitudes toward instruction. Study participants were students in two Mathematics 111 classes at Malcolm X College (Illinois), 27 in the experimental and 27 in the control group. The experimental group received holistic instruction, while controls were taught in the traditional manner. The holistic delivery system, designed in accordance with the literature on the subject, involved structuring student success by using the following: a detailed syllabus explaining what was expected and how grades were earned; a first week orientation during which no math was taught while the instructor got to know the students and explained the instructional methods; frequent, non-graded, formative quizzes to determine mastery of unit objectives; cards with assignments sent to students who missed a class; and weekly half-hour math workshops. During the middle of the semester, students responded to an attitude questionnaire. The mean responses showed that holistically taught students had significantly higher positive attitudes toward instruction than those receiving traditional instruction. (Author/TR)