Arguing that rapid developments in technology and changing enrollment patterns make updating the skills of two-year college mathematics faculty an imperative, this paper discusses the ways in which the continuing education needs of faculty members can be met. First, technological developments, especially in the computer sciences, are reviewed, and retraining needs are examined in the areas of content, curriculum, methodology, and attitudes, including the need for math faculty to develop an awareness of computing and the mathematical implications of computers and the need for improving the quality and usefulness of the math curriculum. After arguing that the retraining of current mathematics staff is feasible, the paper suggests that commitment on the part of planners and faculty be the underlying theme for all continuing education endeavors. Next, some traditional continuing education formats, such as release time, sabbatical leaves, and tuition reimbursements, are discussed as possible guides in formulating plans for the future. Then, a series of recommendations for continuing education programs are presented including: (1) expansion of government funding for teacher training programs; (2) faculty training efforts by professional mathematics societies; (3) support from business and industry for math faculty through in-plant training programs, research funding, and faculty employment during vacations; and (4) active and coordinated efforts by colleges and faculty to develop new skills. Finally, some consequences of lack of action are projected. (HB)