The failure to successfully complete gateway calculus courses often prevents ethnic minority students from pursuing science and engineering majors. Research suggests that this failure to succeed is caused more by social factors than by attributes related to ability. This article presents the findings of an evaluation study done of the Wisconsin Emerging Scholars Program, a non-remedial, multicultural workshop approach to learning calculus. Through its emphasis on community and collaboration, it is more culturally relevant and designed to foster substantial participation from underrepresented ethnic minority groups. The Wisconsin Emerging Scholars Program also helps to alleviate the problems of isolation and lack of support that can occur at universities. When the program is implemented optimally, a community of confident calculus learners who outperform traditional students academically emerged. Contains 24 references. (DDR)