The Border College Consortium (BCC), formed by six Texas, California, and Arizona community colleges along the United States and Mexico border, used a survey to derive a profile of its mathematics and science students. The profile revealed that both Hispanic and White students had difficulties with word problems and study habits, wanted mathematics study to be applied to everyday life, and wanted more patience and understanding from teachers. Hispanics, not so well prepared as Whites by high school science and mathematics courses, tended to enroll in remedial courses and to want more tutorial assistance and self-paced courses. White males were the best prepared group in science; White females had less difficulty with proper study habits. Females voiced more fear of science and mathematics. The survey resulted in recommendations regarding reassessment of course and career prerequisites, BCC-public school links, increased parent participation, and staff development. Funded by the Ford Foundation, the BCC initiated the Mathematics Intervention Project (MIP) model to increase Hispanic mathematics participation. The MIP featured a multifaceted approach to faculty, counselors, parents, and students; close college collaboration; pilot projects linking BCC schools and local school districts; and binational collaboration. Currently, MIP maintains exemplary mathematics programs as resources for other BCC institutions. (SB)