College students struggling to pass a college level math course required for Quantitative Literacy (QL) credit1 has been a common issue facing many institutions in higher education. In the fall of 2014, the Utah State Board of Regents solidified a statewide initiative that set goals for each of the Utah System of Higher Education institutions (UU, USU, WSU, SUU, SNOW, DSU, UVU, and SLCC) to improve their students' success rates in earning Quantitative Literacy (QL) credit. This report seeks to provide a more comprehensive understanding of what Utah students are experiencing in their journey to earn QL credit. This report focuses on 14,938 first time students who enrolled within 12 months of high school graduation (i.e. "FH students") at one of the public higher education institutions during Fall 2007-Spring 2008. This analysis followed these students from their initial enrollment through the end of academic year 2013. This report consists of two parts: (1) descriptive information focusing on students' math enrollment patterns and outcomes; and (2) information focused on student disposition in 2013 broken out by their math enrollment patterns.