These papers represent a general discussion of the problems and prospects for teaching Latin American Studies in two-year colleges. More broadly, they highlight the difficulties of introducing any sort of intercultural dimension into the two-year college curriculum. Sheila Tesar discusses the constraints of state regulations and student attitudes in expanding Latin American coursework, and the two most promising approaches--incorporation of units in existing offerings and establishment of continuing education courses. Patrick Foley describes the interdisciplinary approach adopted for social sciences, humanities, and Spanish language courses at Tarrant County Junior College, Northwest campus. Deficiencies of present U. S. history courses and the needs of Chicano students for an accurate and unbiased portrayal of Mexican American history are reviewed by Jose Roberto Juarez, Sr. Felix Tejera discusses the administrative resistance to instituting Latin American history courses that instructors may face, student-oriented problems, lack of appropriate textbooks, and needed professional resources. (BB)