This study examined the effect on pass rates from one community college after removing developmental English prerequisites on non-English credit-bearing courses in Fall 2020. This mixed methods quasi-experimental research evaluated whether a developmental English prerequisite is necessary for completion of credit-bearing courses and identified alternative interventions that may similarly support student success. The study compared pass rates of students with similar remedial needs in college-level courses one year before and after removing developmental English prerequisites through logistic regression. Only one course showed students were more likely to pass after developmental English prerequisites were removed, with insignificant differences in all other courses studied. However, there was consistency found among students in lower placement levels and Black/African American students being less likely to pass than students placed directly into college-level courses and White students. The work of Tinto's model of student departure and Bandura's social cognitive theory provided the basis of faculty focus group and interview questions which captured alternative intervention strategies used to support student success in lieu of developmental English prerequisites. The study was limited by the number of underprepared students who enrolled in the courses during Term 2 and by the small number of faculty participants; therefore, suggestions for further research includes longitudinal study on course pass rates and the implementation of alternative interventions for underprepared students. [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.]