This report looks back over a decade and tracks changes in high school course-taking. It partially updates a 1989 report titled "What Americans Study" and includes some information on instructional emphasis in mathematics and on additional topics related to course taking. These topics include differences among gender, racial, and ethnic groups, and among vocational and academic programs and public and private schools. Most of the data come from studies supported by the National Center for Education Statistics, and some are from the National Assessment of Educational Progress. Over the decade there were steady improvements in the proportion of students taking a defined minimum academic program and a core curriculum. Students took more advanced subjects and more advanced courses. Much room remains for improvement. Less than half of the 1990 graduates took the defined minimum academic program, and less than one in five completed the core curriculum. Many students, especially those from minority groups, took remedial mathematics, and there were racial and ethnic differences in exposure to parts of the curriculum. Males were more likely to take calculus and advanced science courses than were females. Twenty-six figures and 21 tables in an appendix present information about these trends. (SLD)