Developmental or remedial education is a strategy that assists underprepared or unprepared students. Though prominent in the higher education remedial education landscape, low course and degree completion rates plague developmental mathematics courses. Research is replete with studies addressing students' underpreparedness for college-level coursework as a significant barrier to degree completion. However, few studies examine predictors of student success after remediation or the impact of remediation on student outcomes. This action research used quantitative methodology to investigate whether: (1) classroom instructional strategy, (2) academic major declaration, (3) high school grade point average (HSGPA), (4) standardized test scores, (5) college midterm math course grade, (6) race, (7) gender, (8) socioeconomic status, (9) registration with Disability Services, (10) lifestyle assessment score, (11) number of Fitbit steps taken for the General Education Introduction to Whole Person Education course (GEN 150), and (12) frequency of tutoring service use predict academic success in a required developmental mathematics course (MAT 099). This study also used quantitative methodology to investigate whether there was a difference in the retention rate among students who successfully completed a required developmental mathematics course and those who did not. The findings of the stepwise regression analysis conducted in SPSS yielded two models. The first model found that college midterm math grade is a statistically significant predictor of final MAT 099 grade. The second model found that college midterm math grade and HSGPA combined are statistically significant predictors of final MAT 099 grade. Additionally, the SPSS-generated chi-square analysis findings revealed a significant difference in the retention rate among students who successfully completed a required developmental mathematics course and those who did not. The results and conclusions inform Oral Roberts University (ORU) leadership's decision-making and targeted student interventions. [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.]