As mathematics instruction in two-year colleges enters the late 1980's and 1990's, two major concerns will come to the forefront. The first is retraining faculty to ensure the provision of instruction relevant to the needs of two-year college students. Retaining this relevancy involves two aspects: faculty must acquire new knowledge in order to provide instruction in new areas; and faculty must incorporate new approaches, methods, and emphases into existing courses. The second concern involves retaining and uplifting of the vitality of mathematics faculty. Limited resources, changing demographics, and heavy resources are fast depleting the vitality of faculty in two-year colleges. The changing clientele of two-year colleges includes underprepared students, older returning students, part-timers and students needing nontraditional class times and nontraditional modes of instruction. Providing appropriate instruction to these students will require mathematics faculty attention and concern. The notion of faculty vitality appears to be the key link upon which any new curriculum recommendations will depend. There needs to be a new direction on the part of colleges in terms of workload, remuneration, and the role of the faculty at the college. Other facets of society, such as industry, government, and foundations will also have to support efforts to retain quality instruction and faculty vitality. (Author/LAL)