Reversing the trend of US STEM graduation rates lagging other industrialized nations requires that we look at the entire pipeline of potential STEM students, including the vast number that start their journeys in remedial math classrooms in two-year colleges. Most research to date has focused on either Learning Support (LS) success or STEM success, but not as much on the success of the subset of LS math STEM students, particularly those STEM students in two-year programs. Looking through the lens of Wang's Theory of STEM Momentum (2017), a chi-square analysis of historical data on LS math STEM students at a two-year college uncovered that time to graduation for LS math students is not dependent on their STEM or non-STEM major indicating that the LS math students align more closely with their LS counterparts than they do with their STEM peers. This finding indicates that to improve time to graduation for LS math STEM students a focus on major specific math content in remedial classes needs to be tempered with efforts to enhance the learning environment and improve overall skills in navigating college. In addition, analysis of the study group yielded no significant association among the demographic variables of age, ethnicity, or gender and time to graduation. As such in considering demographic specific approaches to improve time to graduation for this group, these unique traits may need to be considered individually and not in tandem with specific demographic group strategies for student success. [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.]