This study explored the relationship between mathematical competency (mathematics training received in college) and mathematics computer specialists use on the job. The study was developed based upon an hypothesis that many computer occupations have formal academic requirements for admission and advancement which have an unclear relationship to the actual demands of the job. A survey instrument (included with this report) was mailed to 240 computer scientists at three different employment levels: level 1-- employees carrying out orders of supervisors who have little/no role in long-term research and day-to-day decision-making; level 2-- middle management supervisors; and level 3-- researchers developing procedures for the future and performing, with minimum supervision, the most creative activities within the occupation. Completed surveys used in analyses included: level 1 (N=24); level 2 (N=29); and level 3 (N=41). Results indicated that coursework taken and the frequency with which the mathematical topics were used were not significantly different for the different levels of practitioners. Results also indicated that although completion of courses in mathematical topics beyond elementary arithmetic serves as one of the most significant factors for job entry and advancement, those topics are rarely used by the majority of computer professionals. (JN)