To obtain information regarding the effects of two divergent thought processes used in a college mathematics course for prospective elementary school teachers, this study compared the effectiveness of an adaptation of the traditional, deductive teaching method with that of an inductive method reflecting the recommendations of the Committee on the Undergraduate Program in Mathematics. In the spring semester of 1973, two sections of Mathematics for Elementary Teachers I, at Cameron College, Lawton, Oklahoma, served as experimental groups to test the two adaptations. The course followed the Committee on the Undergraduate Program in Mathematics recommendations for a first course in mathematics for prospective elementary teachers.