Arguing that college mathematics education must be made more effective, especially for technology, engineering, mathematical sciences, and physical sciences students, this paper presents nine general principles to enhance math instruction for all students. Introductory material argues that changes in perception, attitudes, and role models are needed to realize the goals of integrating knowledge acquisition and knowledge utilization and exploring metacognitive instructional considerations. Next, a historical and futuristic overview is provided of important mathematical issues of the 20th century. Then, the general principles for mathematics instruction are presented, discussed, and illustrated with examples: (1) "what" one communicates in mathematics instruction includes the intrinsic nature and value of the discipline; (2) "how" one communicates goes beyond the exchange of ideas and information to long-lasting psychosocial values; (3) math teachers must appreciate individual differences and their impact on learning styles; (4) multimodal representation of concepts has the potential for synergistic learning; (5) math principles should be presented as the basis for solving classes of problems; (6) students need to learn to reformulate and restructure problem representations; (7) teachers must anticipate and preempt students' misinterpretations; (8) control knowledge must be appreciated as part of knowledge acquisition and accumulation; and (9) students must be responsible partners in an interactive and collaborative learning environment. (AYC)