Addressing the problem of providing an appropriate mathematics education for vocational/technical students, this paper proposes the development of a technical mathematics sequence through the cooperative input of both math and technical faculty. First, introductory material discusses the liberal arts bias and lack of technical knowledge of typical technical mathematics instructors and the problems faced by technical faculty whose students are often unprepared to handle the mathematics requirements of their courses. Next, a process is suggested for developing an appropriate technical mathematics sequence, involving meetings between math and technical department faculty, the development of a list of topics to be covered in the courses, course development by the mathematics faculty, and the submission of the final course proposal for review by all involved faculty. Next, areas in which the process can break down are highlighted and methods of dealing with conflicts are presented. The next section argues that technical math courses should be taught by technical instructors, as it is probably easier for technical faculty to upgrade their math skills than for math faculty to become familiar with the appropriate applications of technical math. A list of objectives for the first course of a two-course sequence arrived at by consultations between math and technical faculty at one college, is followed by a catalog description of the course and information on design criteria and performance goals. Finally, a review of related literature is presented. (HB)