Starting a mathematics program (teachers? training or bachelor) at the University of Graz frequently turns out to be very challenging for freshmen. This results in discontent among students, poor accomplishments in classes and a high dropout rate.Thus in this diploma thesis an in-class bridging course will be developed, presented and evaluated. The development starts with an analysis of the curricula (of both school and university) to point out the problem areas and is refined with personal experience to determine the aims of this course. The content of this course includes the repetition and extension of knowledge achieved in school, the introduction to scientific mathematics and some typical problems of 1st semester classes. The teaching and learning methods of the course are: a lecture-part, a self-study-part to work on homework-problems and a part for checking solutions in the class. Thereby, the students are additionally introduced to the ?didactic contract? at university level.For evaluation of the already applied concept a pre- and a post-test, questionnaires at the end of the course and the end of the 1st semester and grades in 1st semester classes were used.In spite of good grades in school the participating students showed a lack of mathematical skills, which they couldn't completely acquire within two weeks of attending the course, with some aspects (proofs, transferring theory to homework problems) remained problematic. Nevertheless, students claimed the course to be useful and well prepared. Students attending the developed course received better grades in 1st semesters classes than than the students that did not. They also showed less problems concerning motivation and finding sense in academic mathematics. In conclusion, this bridging course is to be recommended to support students before and in their first semester as mathematics undergraduates.