Purpose, Scope, and Method of Study: The purpose of this study was to compare student success rates in a college developmental writing course delivered in a conventional classroom to the same course using a computer-delivered model. The sample was drawn from a small, Midwestern community college. Students were enrolled in one of three sections (two conventional classrooms, one computer-delivered classroom) without prior knowledge of the delivery method. The independent variable was the delivery method. The dependent variables, or achievement benchmarks, were: (1) completion of the developmental course; (2) enrollment in the gateway course, (3) completion of the gateway course, and; (4) degree or certificate completion. The study used a quantitative ex-post facto causal-comparative model utilizing transcripts and graduate records. A chi-square for independence analysis was used to compare success rates of each type of delivery method for each of the four benchmarks. Findings and Conclusions: Results from the comparisons across all four benchmarks indicated there were no significant differences in student success rates between the conventional classroom and the computer-delivered sections, indicating that both models may be equally effective in a classroom setting. [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.]