The purpose of this study was to identify, analyze, and evaluate the practices related to curriculum, articulation, and sequential planning in the biological science courses offered by California public junior colleges. Practices were recommended for biology courses for non-science transfer students. Among the recommendations were (1) to offer an integrated biology course with laboratory experience for non-science transfer students; (2) to develop a core curriculum for biology majors; (3) to coordinate the biology curricula, state-wide, from elementary through higher education; and (4) to study the changing nature of biology in an effort to improve techniques of instruction. (Author/MS)