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The development of basic chemical principles—such as those of atomic structure, chemical bonding, chemical reactions, and the gas laws—is one of the main goals of this text. Students must acquire a firm grasp of these principles in order to succeed in the general chemistry sequence or the chemistry courses that support the allied health curriculum. To that end, the book integrates qualitative and quantitative material and proceeds from concrete concepts to more abstract ones. The main divergence in topic ordering among instructors teaching introductory and preparatory chemistry courses is the placement of electronic structure and chemical bonding. Should these topics come early, at the point where models for the atom are being discussed? Or should they come later, after the student has been exposed to chemical compounds and chemical reactions? Early placement gives students a theoretical framework within which they can understand compounds and reactions. However, it also presents students with abstract models before they understand why they are necessary. I have chosen a later placement; nonetheless, I know that every course is unique and that each instructor chooses to cover topics in his or her own way. Consequently, I have written each chapter for maximum flexibility in topic ordering.