Enrollment in developmental mathematics not only costs students' money but also delays their graduation. Since the turn of the 21st century, the emporium model has become a popular choice for community colleges to reform developmental mathematics. The purpose of this study is to determine overall how successful North-East Suburban Community College (NESCC)'s emporium developmental mathematics program is as compared to its traditional lecture-based program by comparing these two programs' student pass rates in developmental courses and student success rates in gateway courses. This research is a non-experimental, secondary data quantitative analysis study with nonrandom convenience samples. The findings indicate that generally emporium classes prepare students for passing developmental mathematics more successfully than traditional lecture-based classes do; on the other hand, traditional lecture-based classes prepare developmental students for success in gateway mathematics better than emporium classes do, considering that currently no emporium gateway mathematics classes are offered at NESCC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]