Arguing that high attrition rates and low grades in trigonometry classes underscore the need for changes in the approach to trigonometry instruction, these papers suggest an instructional model and present a proposal for its adoption at the College of San Mateo (CSM). The first paper begins with the argument that students' lack of preparation for the study of trigonometry makes a math lab approach, combined with a regular lecture series, an appropriate way to reinforce math experiences through exercises. Next, a proposed four-unit course, comprising two distinct half-semester, two-unit courses, is described in terms of its format, objectives, instructional techniques, and emphases. Then, the paper outlines the major differences between the proposed class and current procedures, focusing on mandatory lab attendance, tutorial staff roles, diagnostic testing, and blocking out the same hour every day of the week for the class. Appendices provide a longitudinal look at CSM trig enrollments, and a curriculum guide and schedule for the proposed trigonometry class. The second paper presents a proposal for adopting the four-unit course with three lecture hours and two hours of problem solving per week at CSM. A rationale for restructuring trigonometry at CSM is followed by a discussion of course format, an explanation of the functions of the lecture and problem-solving sessions, and an analysis of the effects of the proposal on personnel. Finally, a paper is presented examining the math deficiencies of trigonometry students. (LAL)