The purpose of this study was to conduct a rigorous examination of co-enrollment of students in math remediation and college-level math. A quasi-experimental, posthoc design examined the outcomes and the relationships of two groups of students who participated in a pilot project the goal of which was to assess the co-enrolled model that is designed to provide students with mathematics support. One group of students enrolled in a traditional model of developmental mathematics. The second group of students co-enrolled in developmental and college-level math. The sample for this study was students (N = 7616) from nine community colleges in a U. S. Southeastern state. Students were selected for this study who enrolled in co-enrolled in developmental math and college-level math simultaneously (n = 208) and a control group who enrolled in developmental and college-level math separately (n = 7408). All enrollments occurred during the fall 2016 and spring 2017 semesters. Co-enrolled students completed developmental and college-level math at higher rates than their developmental only peers. The co-enrolled students accumulated fewer credits and attained higher grades in college-level math than the developmental only 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.]