Preparing students for transfer to four-year colleges remains a significant part of the mission of most community college mathematicians. For some 30 years, calculus has been synonymous with entry-level college mathematics. Recent educational and technological changes, however, demand that the definition of college-level work in mathematics be expanded to include college algebra/elementary functions, and finite mathematics, as well as calculus, introductory linear algebra, and differential equations. Freshman and sophomore mathematics offerings can be improved through revision and incorporation, rather than wholesale change. An emphasis should be placed on teaching students to apply theorems rather than to prove them, and preference should be given to discrete mathematics topics over complex continuous topics. Discrete math topics can be accommodated through, for example, the use of tools such as the computer, the reincorporation of simple counting and probability in college algebra courses, and linear programming. Other ways in which the mathematics curriculum can be improved are through the development of liberal arts math courses and through increased attention to communication skills in math classes. In order for these curricular revisions to be effective, they must be initiated by an informed faculty, rather than imposed upon them; therefore, continuing education of faculty may be the most important ingredient in effecting meaningful curriculum revision. (Author/LAL)