The purpose of this paper is to discuss the effectiveness of incorporating study strategies in a developmental mathematics/college algebra program. Both quantitative and qualitative data were collected through a quasiexperimental methodology. Results show that students reported increases on the Learning and Study Strategies Inventory (LASSI) scales in study strategy usage, and this new strategy usage was supported by comments students made on open-ended surveys. A discussion of conclusions, limitations, recommendations, and suggestions is also included. (Contains 2 tables.)