As a remedy to the lack of student success in developmental mathematics courses, many institutions have been moving toward computer-based instruction as a means of replacing current lecture offerings. An increasing number of institutions have reported using technology as the primary instructional tool for mathematics courses, with digitized delivery systems gaining headway in many institutions. Indeed, a move away from traditional lecture-based instructional methods offers an array of pedagogical possibilities; however, the decision to redesign course offerings to include a strong technological component can be complicated. This article presents a balanced literature-based and practitioner-confirmed assessment to help developmental educators make informed decisions regarding the concept of computer-based instructional redesign.