Research indicates that significant numbers of community college students enroll in quantitative literacy (QL) courses, yet we know little about the quantitative experiences of these students after they complete QL coursework. This qualitative case study was designed to explore with a sample of community college students and science instructors connections between general education science courses and the students’ QL course. The rationale for this study emanates from the researcher’s desire to uncover new ways of describing the role of QL courses in preparing students for further academic study. The sample was composed of six community college students and five science instructors. The primary data collection method was in-depth interviews. Supportive methods included demographic surveys, a focus group, and a document review. This research revealed that (1) students are able to make many connections between tasks in a QL course and tasks in a subsequent science course, (2) student and instructor descriptions of science tasks emphasize data analysis and representation, and (3) student descriptions of science tasks included more references to higher order quantitative thinking than science instructor descriptions of science tasks. Recommendations are offered for QL curriculum writers and instructors, for mathematics and science instructors, and for further research.
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