Low success rates in developmental mathematics courses have caused a growing concern for many institutions including four-year universities. As a result, institutions have adopted various course redesign models intended to improve developmental mathematics course completion rates. The co-requisite model of instruction is one alternative pathway for students with developmental needs. This model allows students to enroll in the required general education gateway mathematics course concurrent with a developmental mathematics lab, offering student-centered instruction and just-in-time support for student learning. This study contributes to the current body of knowledge by investigating relationships between possible placement variables and student performance in the co-requisite model.