A study was conducted to assess faculty and student preferences regarding the goals and content of Saddleback College's (California) liberal arts mathematics course. Following a review of the literature, an extensive list of course goals, content areas, and prior student preparation needs was formed into a questionnaire, which was administered to 12 full-time mathematics faculty, 52 full-time liberal and fine arts faculty, 25 part-time mathematics faculty, and a sample of 93 liberal arts and fine arts students. Study findings, based on responses from 12 full-time and 23 part-time mathematics teachers, 25 liberal/fine arts faculty, and 65 students, included the following: (1) each group, except the full-time mathematics faculty, agreed that course goals should include the student's learning basic problem-solving steps that could be applied to any career field; (2) all groups felt students should complete some mathematics prior to enrolling in the liberal arts mathematics class, with all faculty groups indicating that arithmetic and beginning algebra should be part of students' prior experience; and (3) the following topics were supported by all groups for inclusion in the class: the fundamentals of mathematical reasoning and logic, functions and graphs, probability and "odds," recent developments and discoveries in mathematics, computer technology, statistics, and methods of organization using sets. The study report includes a bibliography of general references and textbooks available for the course, along with the survey instruments. (LAL)