This paper reports on mathematics remediation efforts at a public 4-year institution. Specifically, it describes redesign efforts that led to the implementation of co-requisite mathematics remediation. Data on this program were collected and analyzed with respect to completion rates, length of time to earn college mathematics credit, and factors contributing to student success. Results include that, even with the co-requisite model, many students are still getting lost in the pipeline to earning college-level mathematics credit. Results also suggest high school GPA as being a significant factor between passing and non-passing students.