Math and English requirements for workforce programs involve a unique set of issues from liberal arts transfer programs. These programs may not have consistent math and English requirements in terms of gateways classes, and strategies for preparing to meet minimum skill standards. This poses multiple challenges including those related to measurement of student success. The purpose of this study is to identify how often programs of study in workforce areas have math and English requirements in community colleges in terms of either basic proficiency or completion of gateway courses. It also explores the strategies colleges use to ensure minimal competence in math and English for students to be successful in these programs.