Current budgeting techniques are reviewed in relation to their application to higher education, including (1) incremental budgeting, where decisions are based primarily upon former levels of expenditures, (2) zero-based budgeting, involving the establishment and ranking of "decision packages", (3) Planning and Programming Budgeting System (PPBS), in which a systematic allocation process directs everyone toward the same goals, (4) Objectives, Strategies and Tactics (OST) that divides long-range strategies into shorter-range actions or decision packages, and (5) analytical system models, particularly goal programming, a linear mathematical modeling technique which handles multiple conflicting objectives. As a best alternative for college budgeting, the steps of goal programming are discussed including the determination of assumptions necessary for model formations, the goals for the budget period, the priority rank and weight for each goal, identification of decision variables, the formulation of system and goal constraints and of the objective function, the running of the program, analysis of the results, and the development of the budgetary implications. Finally, standard linear programming and goal programming outcomes are compared. Problems of implementation of goal programming for Yavapai College, Arizona, in the 1977/78 budgeting process are described. (RT)