The first year college experience is anxiety producing, and for college students who represent traditionally underserved populations, particularly ethnic and linguistic minorities, the anxiety can be even more pronounced. Add to the mix a requirement for students to complete at least one course in mathematics during the first semester and the conditions are set for potential academic disaster. To mitigate against this prospect a father son team, the father a professor of education and the son a professor of mathematics, pool their discipline expertise in order to create opportunities for successful learning experiences in college mathematics. The team applies pedagogical theory to the content of college algebra with a focus on providing low stress, high achievement experiences for students from any population, but especially for those who are historically underrepresented among the ranks of college students. The team develops activities and assessments in mathematics, grounded on a foundation of classical and contemporary best practice. The desired outcome of the team's effort is to diminish anxiety and to elevate performance in first year college mathematics.