Although nearly half of community college students require some type of remediation, less than one-third of the students who start in developmental education graduate within eight years (Park, Tandberg, Hu, & Hankerson, 2016). As such, there is great uncertainty regarding the effectiveness of developmental education (Ari et al., 2016; Bailey et al., 2013). Additionally, because most institutions rely on standardized testing to determine student course placements, many critics blame placement testing procedures for the perceived ineffectiveness of developmental education (Fletcher, 2014; Jaggars & Hodara, 2013). However, rather than adjust placement procedures, some states moved away from mandated placement, and in 2013, the Florida legislature passed Senate Bill 1720, effectively eliminating college placement requirements for most students by making developmental education course enrollment optional. This study examines the relationship between developmental education enrollment options and the mathematics achievement of students at one community college in Florida. Logistic regression analyses were used to examine the relationship between mathematics achievement (defined as course success and course grade) and developmental course enrollment. Logistic regression analyses were also conducted to examine the relationships between socioeconomic status, race/ethnicity, enrollment status, developmental course enrollment, and mathematics achievement. The findings indicate that developmental course enrollment was not a significant predictor of mathematics achievement and student characteristics were not significant predictors of developmental enrollment or mathematics achievement. However, analyses of predicted probability statistics indicate that students in this study who enrolled in a developmental course were more likely than their peers to successfully complete their college-level mathematics course. Additionally, predicted probability statistics also indicated that students in this study who were non-White, Pell grant recipients, or enrolled full-time were less likely than their peers to enroll into developmental courses. Lastly, predicted probability statistics further indicated that non-White students who did not receive Pell and non-White students who were enrolled full-time were least likely to successfully complete their college-level mathematics course. Despite initial concerns regarding Florida's developmental education reform, the lack of statistically significant differences suggests overall students are just as likely to succeed in college-level mathematics courses whether or not they previously enrolled in developmental mathematics. [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.]