The low academic learning outcomes and persistence rates among students starting in developmental mathematics at community colleges are concerning. Improving the teaching and learning of developmental mathematics is imperative. This Action Research study aimed to investigate and improve developmental mathematics students' low retention rate and mediocre academic achievement at a large urban community college. Participants and data collected in Cycle 1 consisted of interviews and surveys of intermediate algebra instructors and students. Action steps, including collaboration amongst instructors, motivation for students' engagement, and corrective actions throughout the process, were designed, implemented, and evaluated in Cycle 2 to ensure intrinsic and lasting motivation to learn. Findings included resistance to change, the need to ensure administrative support, and the development of learning to learn strategies. Implications for the organization included acknowledging that financial support was needed, developing adaptive curricula, recognizing the catalysts for improvement, and setting clear achievement goals. Cycle 2 consisted of setting up a group of instructors working within a community of practice. The instructors met weekly for about two months, discussed and developed strategies for learning to learn in four specific topics of intermediate algebra, and implemented these strategies in their classes. Concurrently, students took surveys to collect learners' teaching evaluations. The research study concluded with the college report on the academic and persistence outcomes for the treatment group versus the control group. These results showed a double-digit percentage higher for the treatment group when compared to the control group. [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.]